Current Parent Involvement Plan
Title I Parent Meeting & Compact Conference
7:20 mtg in Oct.
Meeting for all parents of
Title I students
Review Title I
programming
How students qualify and
exit
Overview of parent
involvement plan
Review AYP/School data
Parents receive take
home strategies
Things to Consider
Parent Meeting
This can be an introduction to the Title I program, for example: selection and exit criteria, curriculum,
assessments, ways that parents can support their childs education at home. The format of the meeting
is flexible; a workshop, a welcome night, etc. Preferably, this meeting occurs at the beginning of the
school year.
This meeting, whatever form it takes, must be documented with an agenda, sign-in sheets, minutes and
flyers.
Are parents involved in planning the meeting and creating the agenda?
Can the Title I Annual Meeting be combined with a fall event the school is already having?
Is there two-way communication at this meeting, or is it the teacher /administrator giving information to
parents about the program?
Compact
It is recommended that the parent/Title I teacher compact conference be held in the fall and could be
part of the scheduled fall conference.
In a school wide program the Title I teacher could be the classroom teacher.
Schools should maintain documentation when the parent/Title I teacher conference occurred and all the
required elements of the compact were discussed. See Appendix 5.
A parent/Title I teacher conference is required for Title I elementary schools.
It is not required to have the compact signed by the parent or school staff.
Students That Qualify Mid-Year?
Get pipeline & compact letter
Welcome to Title Packet
Proposed Parent Involvement Plan
October Meeting
Overall the meeting works and is laid out
well. Hard to get more there.
Parents may not come due to fears
Phone conversation to introduce the
student to title rather than just an initial
letter home
How to we calm the fears of parents and
show
Compact Letter soften it up a bit, put in
more positives on how child is getting 1-1
support, improving self-esteem, etc.
Parent Involvement
Fathers Reading Every Day (FRED)
Provides fathers with
reading at home tips
Students interact with
high school athletes to see
positive role models that
enjoy reading
Done every other year
Muffins for Moms and Donuts for
Dads
Parents learn how to help
students with skills at
home
5 breakout sessions on
reading, math, and
summer slump
How to evaluate the parent involvement component is a local decision. Most often, it is a survey sent
out to parents. Other methods could be phone calls, attendance records or student achievement. The
idea is to give parents a chance to voice their feelings by asking them, How did we do?
Are the evaluation results discussed with parents? Or for example, are the parents comments just read
and filed?
Keep in mind the goal of the activity and how it will be measured. There should be student academic
goals and other community goals, for example school climate or parent leadership.
Evaluating Engagement Activities
Type or category: Is this program aimed at enhancing parent involvement, parenting skills, and/or
strengthening the school community? Will the program address specific challenges faced by some
students? Some parents?
Target audience: Will the program include parents? Teachers? Students? Others? Is it designed for
certain grade levels? Interests? Characteristics of participants?
Purpose, goals, and objectives: What does the program intend to accomplish? Objectives may be
identified by asking:
o Knowledge: What will participants know that they did not know prior to their participation in the
program?
o Skills: What will participants be able to do that they were not able to do prior to their
participation in the program?
o Actions: In what ways will participants behaviors and habits change as a result of newly acquired
knowledge and skills?
Theory of action: A theory of action addresses the ways in which the program will work in changing
participants knowledge, skills, and actions. A theory of action is determined by asking:
o Incentives: How will the program enhance the participants motivation to achieve the intended
outcomes?
o Capacity: How will the program provide the participants with the necessary knowledge and skills
to achieve the intended outcomes?
o Opportunity: How will the program remove barriers that stand in the way of participants
achieving the desired outcomes and provide them with avenues for personal adaptation of the
programs proposed or prescribed practices?
Activities, tasks, outputs, timeline, and responsibilities: This is the common planning component in the
logic model, linking elements of the program to its purpose and providing a roadmap for
implementation.
Evaluation designdata sources, criteria, data analysis: The evaluation design is suited to the purpose
of the program and includes the instruments, forms, and data sources necessary to make formative and
summative determinations about the program.
Uses of evaluation results: Will periodic reports be prepared? How will the information be shared? With
whom? For what purpose? How will the program be improved in response to the findings?
I love to Read Month more activities or
strategies sent home to families on what
to do with the book.
FRED
Muffins for Moms & Donuts for Dads
Splitting by Grade Levels
Primary: MfM, DfD 2 separate days Fall
and Spring
Three take home strategies given
at Title I Introduction Meeting
Break-Out Sessions Fall Event?
Parent Training
Break-Out Sessions Spring Event
Upon request
This requirement could be evidenced by parent training sessions or workshop, copies of handouts and/or
newsletters distributed to parents, and examples of information exchanged at parent-teacher
conferences.
Leadership training for parents, for example, action team and site council members.
Secrets of a Reading Teacher
Training sessions throughout the year to
build up parents toolboxes
How to get people there? Plan in
advance and get it on the calendar.
Evening/Morning vary the schedule
Put the schedule in the
compact/introducation letter
Teacher that is making first contact with
parent can talk about the events coming
up for training.
Early Intervention Newsletter (K-3)
Early Intervention Resources Site (K-3)
Primary Building We need to bring
Kindergarten into all of this.
Parent-Teacher Compact Letter
Description of how the
student qualified for Title I
Describes the focus of the
students intervention
As needed
Communication
How will the school/teacher communicate with parents about the curriculum, district and classroom
assessments, instruction, and the state standards?
When and how will the school/teacher provide reports to parents regarding the students progress?
When and how will parent meet with the teacher and volunteer, observe or participate in the childs
class?
When, where and how will the school/teacher communicate with parents?
How is the value/success of the compact evaluated?
How will the school/teacher communicate with parents about the curriculum, district and classroom
assessments, instruction, and the state standards?
When and how will the school/teacher provide reports to parents regarding the students progress?
When and how will parent meet with the teacher and volunteer, observe or participate in the childs
class?
When, where and how will the school/teacher communicate with parents?
How is the value/success of the compact evaluated?
How are parents involved in the development/review and evaluation process?
Are there elements included regarding how a parent can enhance learning at home?
Parent-Teacher Compact Letter
Send out a welcome email with name and
contact information
Collect parent email addresses on
compact letter
3 times a year title 1 update shared with
teachers. They could share with parents.
Early Intervention newsletter add space
for contact to holly & Allison for any extra
support and/or training
Monthly title updates at lit meeting.
Share any important info for teachers to
send home to parents.
Monthly Title Updates?
If you could do a training? What would
your preference be?
Keep track of kids that are in title for a
second time to give that information to
initial contact teacher.
Change the name? Royal Readers
Make sure teachers have the initial
information, background, training
sessions, schedule on colored paper.
Make sure teachers are aware of how to
initially connect on title kids just starting
Videos that will tell what was missed at
meeting.
