No Child Left Behind:Parent Involvement

Constance Webster, PhDOffice of Student Achievement and

Accountability

What you need to do to be in compliance:

The following slides are going to describe in detail what LEAs and schools, that accept Title I, Part A funds, must do under Section 1118 of NCLB for parental involvement.

District Parental Involvement Policy

Establishes the LEA’s expectations for parental involvement

Must be developed jointly with, and agreed upon with, the parents of children participating in Title I, Part A programs and

Distributed to parents If the LEA already has a district-level parent involvement

policy the LEA may amend existing policy, to meet requirements of section 1118.

District PI Policy must describe -

Involve parents in developing local plan(s) Provide support to assist Title I schools in planning

and implementing effective PI activities Build schools’ capacity for strong PI Coordinate PI strategies under other programs Conduct an annual evaluation of effectiveness of the

PI in improving academic quality of the school Involve parents in activities of schools served under

Title I, Part A

School Parent Involvement Policy

Developed jointly with parents of children participating in Title I, Part A

Describes how the school will carry out the PI requirements in section 1118(c) – (f).

Parents must be notified of PI policy School must make PI policy available to local

community

School Parent PI Policy must describe

Section 1118 (c) – (f) includes: Build the schools’ and parents’ capacity for strong

parental involvement Coordinate PI strategies with PI strategies under

other programs Conduct, with PI involvement, an annual

evaluation of content and effectiveness of PI policy in improving academic achievement

Involve parents in activities of the schools served

School – Parent Compact

A school-parent compact is a written agreement between the school and the parents of children participating in Title I, Part A programs that identifies activities parents, school staff and students will take to share responsibility for improved academic performance

School – Parent compact must describe

School’s responsibility to provide high-quality curriculum and instruction

Ways that parents will be responsible for supporting their child’s learning

Importance of communication between parents and teachers through at a minimum

Parent teacher conferences at least annually Frequent reports on child’s progress Reasonable access to volunteer in child’s class

Informing Parents about Title I, Part A Program Schools served under Title I, Part A must

convene an annual meeting, at a time convenient for parents, to inform them about the Title I, Part A program, explain the requirements and the rights of parents to be involved in these programs.

Informing Parents about Title I, Part A Program Schools must provide participating parents of

children, information about the Title I, Part A program that includes: Description and explanation of school’s curriculum Info. on the forms of academic assessment used

to measure student progress Info. on the proficiency levels students are

expected to meet Upon request, opportunity for parents to

participate in decisions about the education of their children

LEA Responsibility for communicating AYP results

Explain what the identification means How the school compares to others in district Reasons for the identification Explain how parents can be involved in addressing

academic issues Explain parents options to transfer or obtain SES services What the school is doing to address the problem What the LEA and SEA is doing to address the problem If applicable, description of specific corrective actions or

restructuring plans

AYP Data Report by School

AYP Data Report by School

Where Do I Find These Reports?

http://www.nj.gov/education/title1/accountability/ayp/0809/profiles/

Parents’ Right-to-Know Requirements

At the beginning of each school year, LEAs must notify parents of each student attending a Title I, Part A school of their right to request information about the qualifications of both the teachers and paraprofessionals who teach their children, whether the teacher has met State qualifications and licensing criteria.

Parent’s Right to Know Requirements

Title I, Part A schools must give each parent timely notice when their child has been assigned, or has been taught for four or more consecutive weeks, by a teacher who is not highly qualified.

Parent NotificationLanguage Instruction Education

LEAs using Title I, Part A funds to provide a language instruction educational program (as defined in Part C of Title III of NCLB) must provide the following information to a parent of child receiving services:

Language Instruction Education:The Parents Notification Must Include

Reason for the identification Child’s level of English proficiency Method of instruction How the program will meet the needs of the

child How the program will specifically help the

child learn English Exit requirements

Title I, Part A Reserve

An LEA that receives a Title I, Part A allocation of $500,000 or more must reserve not less than 1% based on the total Title I, Part A allocation for parent involvement

95% of set aside must be filtered to schools Private school must receive equitable access

to this set aside

Providing Assistance and Training

Schools and LEAs must help parents understand State’s academic content assessment and

achievement standards Academic assessments Parent involvement requirements of section 1118 How to monitor their child’s progress and work

with educators to improve achievement

Approvable expenditures

Transportation Childcare costs Training to parents to enhance involvement Attend training opportunities for parents Pool school level dollars to fund a district

wide parent coordinator, parent resource center

Why is Parent Involvement Important? A synthesis of parent involvement research

concluded that “the evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.”

Parent Involvement and Student Achievement Studies have found that students with involved

parents, no matter what their income or background, are more likely to—Earn high grades and test scores, and enroll in higher-

level programs;Pass their classes, earn credits, and be promoted; Attend school regularly; andGraduate and go on to postsecondary education.[1]

Compliance & Effective Practices

NCLB requires school districts and buildings to develop comprehensive parent involvement plans (compliance). Every LEA in the state that receives Title I

money has a parent involvement policy at both the district and at each Title I school.

However, not every school district can claim that they have great parent involvement.

WHY??

What the Research Says…

“A New Wave of Evidence”: The Impact of School, Family and Community Connections on Student Achievement Reviewed over 50 comprehensive studies on

the effect of parent and community involvement on student achievement over the past 25 years. Issued recommendations for creating successful and engaging parent programs

Recommendation #1Recognize that all parents, regardless of income, education level or cultural background, are interested in their children’s learning and want their children to do well in school.

Every study that looked at high performing schools in low-income areas found that parents were highly engaged.

Most studies showed that the children’s gains were directly related to how much families were involved.

Recommendation #1

Always proceed with the assumption that all families can help improve their children’s performance in school and influence other key outcomes that affect achievement.

Adopt a No Fault Policy Refrain at all times from blaming families for their

children’s low achievement. Never assume that families don’t care about their

children. High expectations should not apply just to students…but

to teachers, school staff and families.

Recommendation #2:Create programs that will support families to guide their children’s learning, from preschool through high school.

Early Childhood: Home Visits Lending Libraries Discussion Groups Workshops on how to stimulate their children’s mental,

physical and emotional development.

Elementary/Middle School:

Interactive homework involving both parents/children.

Workshops on topics parents suggest. Regular calls from teachers (not just when there are

problems). Remember to always lead with something positive.

Learning packets in reading, science, math, as well as training on how to use them.

Regular meetings with teachers to talk about their child’s progress and what they are learning.

High School:

Regular meetings with teachers and counselors to plan their children’s academic programs

Information about program options, graduation requirements, test schedules and post secondary education options and how to plan for them.

Explanations of courses students should take to be prepared for college or other postsecondary education.

Information about financing postsecondary education and applying for financial aid.

Recommendation #3:Work with families to build their social and political connections

When parents feel they have the power to change and control their circumstances, children tend to do better in school. Their parents are also better equipped to help them.

When schools work with families to develop their connections, families become powerful allies of the schools and advocates for public education.

provide connections with neighbors, other parents in the school and teachers. Use the same vocabulary, shared rules of behavior and resources to make the connections possible.

Recommendation #3

Translate all communications with families into their home languages; provide an interpreter at all meetings.

Offer childcare, meals and transportation for all activities at school.

Ask families about the best times for them to attend events at school. Ask what kind of events? Ask what they think would make the school better.

Recommendation #3

Make sure parents understand how the system works and how to have an effect on public decisions. Give parents access to the people who run the school system and a voice in policymaking process.

Support families’ involvement in decision making. Ask the Superintendent, Board Members and district

staff to meet with parents at the school and explain what they do.

Recommendation #4Develop the capacity of school staff to work with families and community members.

Few teacher prep program include instruction on how to partner with parents and community.

Help all staff recognize the advantage of school and family connections.

Explore how trusting and respectful relationships with family and community members are achieved.

Enhance schools staff’s abilities to work with diverse families.

Explore the benefits of sharing power with families.

Recommendation #5:Link family and community engagement efforts to student learning

Develop or adopt programs to engage parents in working with their children to develop specific skills. Demonstrate an activity for parents Give materials to each family - offering advice on how to use Help parents assess child’s progress and steer child to next steps Lend materials to use at home.

Works with local after school programs to link their content to what students are learning in the classroom.

Recommendation #5

Link school’s traditional staples of parent involvement (open house, etc.) to learning Incorporate information on standards and exhibits

of student work at open houses and back-to-school nights.

Engage parents and students in math/reading games at Family Nights.

Use school newsletter to discuss test results and how students are doing to meet higher standards.

Recommendation #6:Focus efforts to engage families and community members in developing trusting and respectful relationships

A theme throughout all research studies indicate that relationships are key. Building of relationships must be intentional and consistent.

Recommendation #6:

Respect cultural and class differences. Make an effort to learn about the concerns of families

and how they define and perceive their role in your school. (If parents don’t attend activities arranged by schools staff and held at school, the school should not assume that “parent’s don’t care”.) Parent and community members feel respected when

educators attempt to understand and relate to their needs.

Recommendation #6

Allocate Resources to help build relationships and support parent and community involvement. Adopt simple but effective practices of teacher

outreach to families. Meeting face to face Sending materials on ways to help their child at

home. Telephoning both routinely and when a child is

having problems.

Recommendation #6

Allow school staff the resources and time to create programs that: Invite and welcome parent and community members Honor the contributions and accomplishments of

parents Connect families to learning goals for children.

Recommendation #7Embrace a philosophy of partnership and be willing to share power with families

Make sure that parents, school staff, and communitymembers understand that the responsibility of children’seducational development is a collaborative enterprise. Partnerships mean sharing power with family and community

members. Both will lose interest in partnering when their participation is token.

Avoid using parents and community members to merely rubberstamp decisions already made.

Contact and Web Site Information

Office of Student Achievement and Accountability

Office: 609-943-4283Fax: 609-633-6874

Website: http://www.nj.gov/njded/title1/Email: Titleone@doe.state.nj.us