1. DEVELOPING PARENT INVOLVEMENT POLICIES and PARENT/SCHOOL COMPACTS
Title I
Elementary and Secondary Education Act (ESEA)
No Child Left Behind (NCLB)
Section 1118
No Child Left Behind (NCLB) is generally referred to now as the Elementary and Secondary Education Act (ESEA).
Please note that NCLB and ESEA are both names for the same thing – Federal Title I Law.

2. DEVELOPING PARENT INVOLVEMENT POLICIES
Title I
No Child Left Behind (NCLB)
Section 1118
No Child Left Behind (NCLB) is generally referred to now as the Elementary and Secondary Education Act (ESEA).
Please note that NCLB and ESEA are both names for the same thing – Federal Title I Law.

3. What is Title I?
Title I is the largest federally funded education program.
$420 million for Pennsylvania schools.
Title I provides extra help to low achieving students in reading and math.
The goal is to help low achieving students catch up and keep up.

4. Why Parent Involvement is Important
Research over 25 years has been consistent.
When parents are involved -- regardless of income level or background – children do better in school.
Increased attendance
Lower drop out rate
Better test scores
Fewer discipline problems
Higher college attendance rates
Regardless of which type of Title I program your school has, targeted assistance or schoolwide, Section 1118 – Parental Involvement under Title I of No Child Left Behind requires that your school district and school have in place a policy and strategies to increase parental involvement.
Parents should take full advantage of the opportunities for involvement that the law provides.
LEAs = districts and charter schools

5. NCLB Definition of Parent Involvement
NCLB defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—
·that parents play an integral role in assisting their child’s learning;
that parents are encouraged to be actively involved in their child’s education at school;
that parents 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; and
that other activities are carried out, such as those described in section 1118 of NCLB (Parental Involvement).

6. Our Parent Survey # of parents who responded Summary of Results
Identify areas of weakness or concern
Ideas to address the areas of concern
The best school policies are developed based on data. The data is provided by the parent surveys sent out to get input from parents on the current practices in place in your schools.
Provide a summary of the survey results to the parents at the meeting and discuss the areas of weaknesses the survey shows. Even if the surveys are overwhelmingly positive, the parents at the meeting may be able to provide a reality check on areas that can still be improved upon.
Use those areas to help drive the updates/developing of the policy.

7. Review Current Policy Is it understandable?
Review each section and update as necessary.

8. School Policies Must Include…
A description of how parents of Title I students are involved in the planning and evaluation of the school’s Title I program
Discussion Questions:
What are we currently doing to involve parents in the planning and evaluation of our Title I program?
Is it effective?
What can we do to make it better.
Tips: Be sure to include a timeline of when planning and evaluation meetings occur in the school, how parents will be informed/invited, etc.
Since our policy is also meeting some compliance requirements that we have in place for NCLB, we need to ensure that we specifically address these areas as we develop and update our policy.

9. School Policies Must Include…
An assurance that an annual meeting will be held to inform parents of the school's participation in the Title I program and to explain the requirements of the program and their right to be involved.
Guiding Questions:
Are parents aware of the Title I meeting?
Is the meeting held at a time/place convenient to parents? (See survey results.)
What can we do/change to make it easier for parents to attend or to bring it to the attention of parents?
Tips: Include the timeline of the annual meeting in the policy as well as a summary of what will be discussed.

10. School Policies Must Include…
An assurance that parent activities will be held at a variety of times throughout the day to meet the needs of Title I parents.
Discussion:
What do the survey results say are the best times for parents to attend meetings?
Is there a more effective way to hold workshops that would make it possible for more parents to attend?

11. School Policies Must Include…
A statement that describes, if determined to be appropriate, how Title I funds will be used to pay reasonable and necessary expenses associated with parent involvement activities, such as transportation, childcare, or home visit expenses to enable parents to participate in school-related meetings and training sessions.
Tip: This section is added for schools to examine ways to break down barriers that exist that prevent parents from attending school related meetings. Use the data you collected through your parent survey to determine if any of these options can help.
Funds from the parent involvement set-aside can be used to fund any of these options.
Since our policy is also meeting some compliance requirements that we have in place for ESEA/NCLB, we need to ensure that we specifically address these areas as we develop and update our policy.

12. School Policies Must Include…
A statement that the school will provide, 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, and respond to any such suggestions as soon as practicably possible.
Tip: Define “practicably possible” – come to consensus on an acceptable timeframe to respond to suggestions from parents.

13. School Policies Must Include…
How the school will provide parents of participating children with timely information about the Title I program.
Discussion Questions:
How often should parents be provided updates about their child’s progress in Title I?
What methods will be used to provide the information to parents? Website, , newsletters, letters sent home?
Since our policy is also meeting some compliance requirements that we have in place for ESEA/NCLB, we need to ensure that we specifically address these areas as we develop and update our policy.

14. School Policies Must Include…
How the school will provide assistance to parents in understanding the State's academic content standards and student achievement standards, local academic assessments and how to monitor a child's progress and work with teachers to improve the achievement of their children.
Tip: Use this section to describe HOW the schools will do these things. Maybe a fact sheet on understanding the State academic standards and local assessments would be helpful ; maybe workshops or training sessions would be best to teach parents how to monitor a child’s progress; maybe meetings with teachers or teachers providing training to parents would help with improving the achievement of children.

15. A School Policy Must Include…
A statement that a school-parent compact was jointly developed with parents and the compact outlines how parents, the entire school staff and students will share in the responsibility for improved student achievement.
Tip: Include in this section a description of how parents can be involved in updating the school/parent compacts each year.

16. School Policies Must Include…
A description of how the school will provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parent involvement.
Discussion Questions:
What is the best way to provide these items to parents? Workshops, training sessions, conferences?
What areas do parents need the most training in?
Should the workshops be held multiple times?

17. And, if appropriate…
A description of how the school involves parents in the joint development of the Schoolwide Program Plan. (Applies only to Title I schools operating a Schoolwide Program.)
A description of how the school involves parents in the joint development of the School Improvement Plan. (Applies only to Title I schools identified for School Improvement.)
Since our policy is also meeting some compliance requirements that we have in place for ESEA/NCLB, we need to ensure that we specifically address these areas as we develop and update our policy.

18. Optional Items
Ways for parents to be involved in developing school policies (school improvement teams, schoolwide teams).
A summary of the district parent involvement policy.
Incentives for parents to be involved.

19. DISTRIBUTING THE POLICY
Moves the Policy from a Planning Document to an Action Document
Get the Word Out!
School Newsletter
Weekly Lunch Menus
Web Sites
Listserv
School’s Voice Mail System
Mailing
Local Newspaper
Community Events
Special School Events
Congratulations! You have a policy! Now let all your hard work pay off for you…discuss ways to get the word out about the policy and to share it with parents.

20. EVALUATING THE RESULTS
Schools are required to review the policies each year to determine if they are effective and to make changes, if needed
Parents must be involved
Need to know more than whether it is in place
Need to know what’s working and what’s not
Plan a time later in the year to evaluate whether the ideas and strategies you’ve implemented for your policy are effective and to make changes if necessary.

21. Resources SPAC Parent Involvement Toolkit US Department of Education
US Department of Education
No Child Left Behind
Title I Legislation
(Section 1118 – Parent Policy)
Project Appleseed (National Campaign for Public School Improvement
PA Academic Standards
PA Department of Education

22. Questions

23. Congratulations! You’ve completed the update of your parent policy.
For further information on ways to increase parent involvement in your school:
(State Parent Advisory Council website)
(USDE Website)

24. AN AGREEMENT FOR SUCCESS: Title I Parent/School Compacts

25. Compacts: Definition TITLE I – SECTION 1118
SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT.
—As a component of the school-level parental involvement policy developed … each school served under this part shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the 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 high standards.
What are compacts? This is the legal definition from NCLB – but don’t spend a lot of time on this screen. You’ll lose the parents’ interest and possibly intimidate them.

26. What needs to be included?
describe the school’s responsibility to provide high quality
curriculum and instruction in a supportive and effective
learning environment that enables the children served under
this part to meet the State’s student academic achievement
standards,
and the ways in which each parent will be responsible
for supporting their children’s learning, such as monitoring
attendance, homework completion, and 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.

27. In Simpler Terms…
Compacts are a “job description” that defines the “jobs” of the school, the parents (and sometimes the student) in order to ensure that the student receives and achieves the best possible education.

28. Purpose of Compacts Process vs. Outcome Open Communication
Link (process) activities of school/staff, parents and children to (outcome) student learning and achievement
Open Communication
Parents can understand the school system better
Teachers can understand the needs of parents better
Students can understand their responsibilities
Creating a “team” to support every student.
Notes: Although compacts are a requirement under NCLB and every school must have one to be in “compliance” it is the process of developing compacts that is so powerful.
The parents and teachers attending this meeting today have a unique opportunity to discuss what makes a school be effective for all kids. And to create and develop opportunities to work together to making sure we have the best school possible. We are creating a “team” to support every student in the school.

29. TEAM EDUCATION Teacher School Principal Aides Title I Student PDE
If we look at this visual, the student is the center – the primary goal of both parents and teachers is to achieve the best possible education for that student.
To help support that student, there are a lot of “pieces of the puzzle” – teachers, principals, supports and interventions like Title I and other programs, state funds, etc.
Community
Agencies
PDE
Parent

30. STARTING LINEUP Team EDUCATION School Parents Teachers Student
But the most important part of the whole puzzle is the school, the parents, the teachers and the students themselves working together. They create the core team that will determine whether the student succeeds or struggles in school.
One cannot succeed without the other in this goal.
Student

31. CREATING A COMPACT TEAM
Who Should Be Included?
Parents (required)
Teachers (required)
Optional:
Students
Administrators
Community Members
Libraries
Businesses
Faith Based Organizations
Community Organizations

32. GETTING STARTED ESEA/NCLB Goal Issues currently facing our school
Understanding the Challenges Facing Education Today
ESEA/NCLB Goal
All Students at Proficient or Advanced on the PA System of School Assessment (PSSA) by 2014
Issues currently facing our school
Issues currently facing our parents
Issues currently facing our community
Begin discussing the issues that face your school – each school will be unique. Make notes on the flip chart or other recording device as parents and teachers list them. Use those notes to begin developing the ideas that will be reflected in your compact.
No Child Left Behind (NCLB) is generally referred to now as the Elementary and Secondary Education Act (ESEA).
Please note that NCLB and ESEA are both names for the same thing – Federal Title I Law.

33. Goals for Educating our Children
Discussion Questions:
Parents: What do you want for your child as they go through school?
Parents: What goals do you have for your child after they graduate?
Teachers: What do you want for your students as they go through your classroom this year?
Teachers: What do you want for their future?
Although in theory we know that parents and teachers want the same thing for their kids and students, it can be very powerful for parents to hear the teachers reiterate the same goals as they have and vice versa.
This can help parents and teachers both understand that they all want the same things and can be a more powerful force working together than working separately.
It might be interesting to see how many teachers are parents by asking for a show of hands. Ask them to respond as both a parent and a teacher.

34. What Do We Expect From Each Other?
All parents and teachers want to ensure that every child is:
Healthy
Safe
Engaged in Learning
Supported by Caring Adults
Exposed to a Challenging Curriculum (includes arts, music and other essential courses)
*From
Ask parents and teachers to respond to each topic with how they can contribute and what they expect from each other.

35. DEVELOPING OUR COMPACT
Compacts are required to address three areas for families and the school to work together:
Student learning and high achievement;
Effective and frequent communication between school and home; and
Building capacity for the family/school partnership through volunteering and training.
Review the notes that were taken when you were discussing issues your school faces, as well as goals and expectations for parents and teachers. How can families and schools work together to address the areas required in a compact?

36. Student Learning & High Achievement
Discussion Questions:
What does our current compact include to address student learning and high achievement?
Parents:
What do you see happening in your child’s school and/or classroom to support this topic?
What can parents do at home and school to help students achieve?
Are there any other things we can add to the compact?
Research says that when parents are involved – no matter what the income level or background of the family – students do better in school.
Look at the overall compact first and identify the elements in the current compact that address Student Learning and High Achievement.
Sometimes parents need to understand HOW and WHAT they can do in order to help their kids. This discussion between parents and teachers can help flush out where parents need additional help and understanding and for teachers to understand that they are needed to help guide parents in this process.
If needed, refer back to the five elements listed in the “What Do We Expect from Each Other?” slide to help direct discussion.

37. Student Learning & High Achievement
Discussion Questions:
School:
What can teacher/school do at school to help students achieve?
What are the teacher/school responsibilities in the compact?
Are there any other things we can add to the compact?
Research says that when parents are involved – no matter what the income level or background of the family – students do better in school.
Sometimes parents need to understand HOW and WHAT they can do in order to help their kids. This discussion between parents and teachers can help flush out where parents need additional help and understanding and for teachers to understand that they are needed to help guide parents in this process.
If needed, refer back to the five elements listed in the “What Do We Expect from Each Other?” slide to help direct discussion.

38. Student Learning and High Achievement
Suggestions for Compact:
School’s responsibility includes offering a rigorous and challenging academic program [be specific in what your school offers here], and making sure every student gets help as soon as it’s needed.
School agrees to provide training for parents on ways to help them help their children at home, and to send home materials they can use.
Parents agree to monitor homework completion, and to help their child see how to use reading and math to pursue interests and goals.
Parents agree to support learning at home by reading with their children every night, and using the materials the school sends home weekly [or whatever is agreed upon at this meeting…]
These are just ideas…hopefully, you will have a list developed by this point that is unique to your school.

39. Effective and Frequent Communication Between Home/School
Discussion Questions:
What does our current compact include that relates to communication between the home and school?
Parents: What do you see happening in your child’s classroom to support this?
Teachers/School: What do you see happening from parents to support communication?
Define “effective” communication.
Define “frequent” communication.
Are those definitions reflected in the current compact?
Is it enough? Do the parents feel that they are “kept in the loop” of their child’s progress in school? Do teachers feel that they are getting enough parent support?
Adequate communication between the home/school is the component most necessary for effective compacts. Parents want to know how their child is doing in school. Teachers want to know factors at home that may be impacting the child’s performance in their classroom.
It is very important for everyone present in the room to understand and agree to a definition for “effective” and “frequent” communication. For example, “frequent” in one school may be an or phone call from a teacher once a week; in another, it might be at annual conferences. This discussion can help the school better understand what parents need and for parents to understand any constraints that teachers are under that may impact the definition of “frequent”.

40. Effective and Frequent Communication Between Home/School
Suggestions for Compact:
School agrees to communicate frequently (define frequently) with families about student progress through [agreed upon methods i.e., , phone calls, newsletters, etc.].
Teachers agree to build a relationship with every family in their class, and to keep families informed of their children’s progress and needs in each subject.
Parents agree to monitor child’s progress, contact the teacher with questions, and let the teacher know right away if their child has any problems.

41. Building Capacity through Volunteering and Training
Discussion Questions:
Identify activities that parents could volunteer for or be trained to help their children do better in school.
Are there opportunities for parents to be involved at a governance level at this school? How and what?
How can we get more parents involved? What are the barriers? How are we eliminating them?
By this point, we hope that the teachers present have an understanding that parents want to be involved and will be involved if they know what they are expected to do and how to do it.
This section of the compact process outlines activities and opportunities for parents and schools to work together to improve student learning. Look for specific opportunities for parents to volunteer in the school…for teachers to train parents on how to work with their kids at home, etc.

42. Building Capacity through Volunteering and Training
Suggestions for Compact:
School agrees to involve parents in school governance by…..
Teachers will train parents on these strategies to help their children do better in school…
Parents agree to volunteer at least ___ hours a year at the school.

43. USING THE COMPACT
Moves the Compact from a Planning Document to an Action Document
Get the Word Out!
School Newsletter
Weekly Lunch Menus
Web Sites
Listserv
School’s Voice Mail System
Mailing
Local Newspaper
Community Events
Special School Events
Congratulations! You have a compact! Now let all your hard work pay off for you…discuss ways to get the word out about the compact and to share it with parents.

44. USING THE COMPACT Use the Compact in All Parts of Your School Program
DISCUSS STUDENT PROGRESS AT PARENT-TEACHER CONFERENCES (required by NCLB)
Help launch programs for family involvement
Support training for teachers and other staff to work with families
Complement School Improvement Plans
Help partners discuss their responsibilities in meeting the goals of the school

45. EVALUATING THE RESULTS
How do you know whether or not your compact is working?
Schools are required to review the compacts each year to determine if they are effective and to make changes, if needed
Parents must be involved
Need to know more than whether it is in place
Need to know what’s working and what’s not
Plan a time later in the year to evaluate whether the ideas and strategies you’ve implemented for your compact are effective and to make changes if necessary.

46. Resources SPAC Parent Involvement Toolkit US Department of Education
US Department of Education
No Child Left Behind
Title I Legislation
(Section 1118 – Compacts)
Project Appleseed (National Campaign for Public School Improvement
PA Academic Standards
PA Department of Education

47. Questions

48. Congratulations!
You’ve completed the update of your parent/school compact.
For further information on ways to increase parent involvement in your school:
(State Parent Advisory Council website)
(USDE Website)