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Parental Involvement:

Title I, Part A

Non-Regulatory Guidance

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height="2.8854166666666665in"}

**April 23, 2004**

TABLE OF CONTENTS

######## 

[INTRODUCTION 1](#introduction)

[PURPOSE 2](#purpose)

[A. GENERAL INFORMATION 3](#a.-general-information)

[A-1. What is parental involvement under No Child Left Behind?
3](#a-1.-what-is-parental-involvement-under-no-child-left-behind)

[A-2. What is the significance of the statutory definition?
3](#a-2.-what-is-the-significance-of-the-statutory-definition)

[A-3. Who is a parent for the purposes of Title I, Part A?
3](#a-3.-who-is-a-parent-for-the-purposes-of-title-i-part-a)

[A-4. Why is parental involvement important?
3](#a-4.-why-is-parental-involvement-important)

[A-5. What does the research show about how family involvement in
children's education affects student achievement?
4](#a-5.-what-does-the-research-show-about-how-family-involvement-in-childrens-education-affects-student-achievement)

[A-6. What are the key Title I, Part A parental notice requirements?
4](#a-6.-what-are-the-key-title-i-part-a-parental-notice-requirements)

[A-7. What are the parental involvement provisions in section 1118 of
the ESEA?
4](#a-7.-what-are-the-parental-involvement-provisions-in-section-1118-of-the-esea)

[A-8. How must SEAs, LEAs, and schools communicate with parents in
general?
4](#a-8.-how-must-seas-leas-and-schools-communicate-with-parents-in-general)

[A-9. What is meant by providing information to parents with limited
English proficiency, "to the extent practicable," in a language parents
can understand?
5](#a-9.-what-is-meant-by-providing-information-to-parents-with-limited-english-proficiency-to-the-extent-practicable-in-a-language-parents-can-understand)

[A-10. How must an SEA, LEA, or school communicate with parents with
disabilities to ensure meaningful participation in Title I, Part A
programs?
5](#a-10.-how-must-an-sea-lea-or-school-communicate-with-parents-with-disabilities-to-ensure-meaningful-participation-in-title-i-part-a-programs)

[A-11. What Federal civil rights provisions are applicable to parental
involvement activities?
6](#a-11.-what-federal-civil-rights-provisions-are-applicable-to-parental-involvement-activities)

[A-12. May an SEA or LEA use funds from other Federal programs for
activities related to parental involvement?
6](#a-12.-may-an-sea-or-lea-use-funds-from-other-federal-programs-for-activities-related-to-parental-involvement)

[A-13. What are Parental Information and Resource Centers?
6](#a-13.-what-are-parental-information-and-resource-centers)

[A-14. What other resources and research are available to help improve
parental involvement?
7](#a-14.-what-other-resources-and-research-are-available-to-help-improve-parental-involvement)

[B. RESPONSIBILITIES OF STATES 8](#b.-responsibilities-of-states)

[General SEA Responsibilities for Parental Involvement
8](#general-sea-responsibilities-for-parental-involvement)

[B-1. What parental involvement provisions are included in State plans?
8](#b-1.-what-parental-involvement-provisions-are-included-in-state-plans)

[B-2. Must an SEA consult with parents in the development of the State
plan?
8](#b-2.-must-an-sea-consult-with-parents-in-the-development-of-the-state-plan)

[B-3. What responsibility does an SEA have with respect to the parental
involvement provisions in local plans?
8](#b-3.-what-responsibility-does-an-sea-have-with-respect-to-the-parental-involvement-provisions-in-local-plans)

[B-4. May an SEA use the Title I, Part A funds it reserves for State
administration to meet its parental involvement responsibilities?
8](#b-4.-may-an-sea-use-the-title-i-part-a-funds-it-reserves-for-state-administration-to-meet-its-parental-involvement-responsibilities)

[Information Dissemination and Technical Assistance
8](#information-dissemination-and-technical-assistance)

[B-5. What information about LEA and school performance must an SEA
disseminate to parents?
8](#b-5.-what-information-about-lea-and-school-performance-must-an-sea-disseminate-to-parents)

[B-6. What information about individual student academic assessment must
SEAs provide to parents?
9](#b-6.-what-information-about-individual-student-academic-assessment-must-seas-provide-to-parents)

[Progress Reviews 9](#progress-reviews)

[B-7. What are an SEA's responsibilities for reviewing and disseminating
information about the progress of an LEA's parental involvement
activities?
9](#b-7.-what-are-an-seas-responsibilities-for-reviewing-and-disseminating-information-about-the-progress-of-an-leas-parental-involvement-activities)

[SEA Notification to Parents of Children in an LEA or School Identified
for Improvement, Corrective Action, or Restructuring
9](#sea-notification-to-parents-of-children-in-an-lea-or-school-identified-for-improvement-corrective-action-or-restructuring)

[B-8. How must an SEA, LEA or school communicate with parents during the
school improvement process?
9](#b-8.-how-must-an-sea-lea-or-school-communicate-with-parents-during-the-school-improvement-process)

[B-9. What are an SEA's responsibilities regarding notification to
parents of children in an LEA identified for improvement or corrective
action?
10](#b-9.-what-are-an-seas-responsibilities-regarding-notification-to-parents-of-children-in-an-lea-identified-for-improvement-or-corrective-action)

[SEA Technical Assistance to an LEA or School in Need of Improvement
10](#sea-technical-assistance-to-an-lea-or-school-in-need-of-improvement)

[B-10. What technical assistance related to parental involvement must an
SEA provide for LEAs and schools in need of improvement?
10](#b-10.-what-technical-assistance-related-to-parental-involvement-must-an-sea-provide-for-leas-and-schools-in-need-of-improvement)

[C. LEA RESPONSIBILITIES 11](#c.-lea-responsibilities)

[General 11](#general)

[C-1. Are the parental involvement provisions in section 1118 of the
ESEA applicable to LEAs?
11](#c-1.-are-the-parental-involvement-provisions-in-section-1118-of-the-esea-applicable-to-leas)

[C-2. What is the basic parental involvement requirement under Title I,
Part A for LEAs?
11](#c-2.-what-is-the-basic-parental-involvement-requirement-under-title-i-part-a-for-leas)

[C-3. What specific information must an LEA's written parental
involvement policy contain?
11](#c-3.-what-specific-information-must-an-leas-written-parental-involvement-policy-contain)

[C-4. What is the relationship between the local plan an LEA submits to
its SEA and the LEA's written parental involvement policy?
12](#c-4.-what-is-the-relationship-between-the-local-plan-an-lea-submits-to-its-sea-and-the-leas-written-parental-involvement-policy)

[C-5. What other information related to parents must an LEA include in
its local plan under section 1112?
12](#c-5.-what-other-information-related-to-parents-must-an-lea-include-in-its-local-plan-under-section-1112)

[C-6. What information must LEAs provide parents about the teachers and
paraprofessionals who work with their children?
12](#c-6.-what-information-must-leas-provide-parents-about-the-teachers-and-paraprofessionals-who-work-with-their-children)

[C-7. What information must LEAs provide to parents in the LEA report
card about the performance of their child's school to assist parents in
making decisions about their children's education?
13](#c-7.-what-information-must-leas-provide-to-parents-in-the-lea-report-card-about-the-performance-of-their-childs-school-to-assist-parents-in-making-decisions-about-their-childrens-education)

[C-8. What information must all LEAs receiving Title I, Part A funds
provide to parents of limited English proficient students?
13](#c-8.-what-information-must-all-leas-receiving-title-i-part-a-funds-provide-to-parents-of-limited-english-proficient-students)

[C-9. What notice and information must LEAs with Title I, Part A-funded
language instruction educational programs provide to parents of limited
English proficient students?
14](#c-9.-what-notice-and-information-must-leas-with-title-i-part-a-funded-language-instruction-educational-programs-provide-to-parents-of-limited-english-proficient-students)

[C-10. What information must LEAs provide to parents of a child with a
disability who is in a language instruction educational program?
15](#c-10.-what-information-must-leas-provide-to-parents-of-a-child-with-a-disability-who-is-in-a-language-instruction-educational-program)

[C-11. Do parents of private school children in Title I, Part A programs
have the right to equitable participation in parental involvement
activities?
15](#c-11.-do-parents-of-private-school-children-in-title-i-part-a-programs-have-the-right-to-equitable-participation-in-parental-involvement-activities)

[C-12. What responsibilities do LEAs have to parents with respect to
complaint procedures relating to violations of Title I, Part A
requirements?
16](#c-12.-what-responsibilities-do-leas-have-to-parents-with-respect-to-complaint-procedures-relating-to-violations-of-title-i-part-a-requirements)

[LEA Funding for Parental Involvement
16](#lea-funding-for-parental-involvement)

[C-13. What funds must an LEA reserve for parental involvement
activities under section 1118?
16](#c-13.-what-funds-must-an-lea-reserve-for-parental-involvement-activities-under-section-1118)

[C-14. Do the parental involvement requirements of section 1118 apply to
LEAs with a Title I, Part A allocation of \$500,000 or less?
16](#c-14.-do-the-parental-involvement-requirements-of-section-1118-apply-to-leas-with-a-title-i-part-a-allocation-of-500000-or-less)

[C-15. How does an LEA determine the amount of funds to be used for
parental involvement activities for parents of private school children
participating in Title I, Part A activities?
17](#c-15.-how-does-an-lea-determine-the-amount-of-funds-to-be-used-for-parental-involvement-activities-for-parents-of-private-school-children-participating-in-title-i-part-a-activities)

[C-16. What amount of funds must an LEA allot to schools for parental
involvement activities under section 1118?
17](#c-16.-what-amount-of-funds-must-an-lea-allot-to-schools-for-parental-involvement-activities-under-section-1118)

[C-17. On what basis may an LEA distribute to schools served under Title
I, Part A, the funds it has reserved for schools to carry out the
parental involvement provisions of section 1118?
18](#c-17.-on-what-basis-may-an-lea-distribute-to-schools-served-under-title-i-part-a-the-funds-it-has-reserved-for-schools-to-carry-out-the-parental-involvement-provisions-of-section-1118)

[C-18. What input do parents have in how an LEA allots to schools the
funds the LEA has reserved for parental involvement?
18](#c-18.-what-input-do-parents-have-in-how-an-lea-allots-to-schools-the-funds-the-lea-has-reserved-for-parental-involvement)

[C-19. If an LEA reserves more than the required one percent of its
Title I, Part A funds for parental involvement, must 95 percent of the
entire amount reserved be distributed to schools served under Title I,
Part A?
18](#c-19.-if-an-lea-reserves-more-than-the-required-one-percent-of-its-title-i-part-a-funds-for-parental-involvement-must-95-percent-of-the-entire-amount-reserved-be-distributed-to-schools-served-under-title-i-part-a)

[LEA Responsibilities for School Improvement
19](#lea-responsibilities-for-school-improvement)

[C-20. In reviewing annually the progress of each school, what must an
LEA communicate to parents, teachers, principals, schools, and the
community?
19](#c-20.-in-reviewing-annually-the-progress-of-each-school-what-must-an-lea-communicate-to-parents-teachers-principals-schools-and-the-community)

[C-21. What is an LEA responsible for communicating to parents of the
children of a school identified for school improvement, for corrective
action, or for restructuring?
19](#c-21.-what-is-an-lea-responsible-for-communicating-to-parents-of-the-children-of-a-school-identified-for-school-improvement-for-corrective-action-or-for-restructuring)

[C-22. What information about actions taken to address problems that led
to a school's identification for school improvement, for corrective
action, or for restructuring must an LEA provide to both parents and the
public?
20](#c-22.-what-information-about-actions-taken-to-address-problems-that-led-to-a-schools-identification-for-school-improvement-for-corrective-action-or-for-restructuring-must-an-lea-provide-to-both-parents-and-the-public)

[C-23. What opportunities do the principal and parents of a school have
to present evidence if they believe that the elementary or secondary
school proposed for identification for improvement, for corrective
action, or for restructuring has been identified in error?
20](#c-23.-what-opportunities-do-the-principal-and-parents-of-a-school-have-to-present-evidence-if-they-believe-that-the-elementary-or-secondary-school-proposed-for-identification-for-improvement-for-corrective-action-or-for-restructuring-has-been-identified-in-error)

[C-24. What responsibility does an LEA have regarding the school
improvement plan of an identified school?
20](#c-24.-what-responsibility-does-an-lea-have-regarding-the-school-improvement-plan-of-an-identified-school)

[C-25. What responsibility does an LEA have for providing technical
assistance related to parental involvement to a school identified for
school improvement?
21](#c-25.-what-responsibility-does-an-lea-have-for-providing-technical-assistance-related-to-parental-involvement-to-a-school-identified-for-school-improvement)

[C-26. What responsibilities to parents does an LEA have with respect to
supplemental educational services?
21](#c-26.-what-responsibilities-to-parents-does-an-lea-have-with-respect-to-supplemental-educational-services)

[C-27. What responsibilities does an LEA have to parents of the children
in a school that is in the restructuring phase of school improvement?
22](#c-27.-what-responsibilities-does-an-lea-have-to-parents-of-the-children-in-a-school-that-is-in-the-restructuring-phase-of-school-improvement)

[D. SCHOOL RESPONSIBILITIES 22](#d.-school-responsibilities)

[School-level Parental Involvement Policies and Funding
22](#school-level-parental-involvement-policies-and-funding)

[D-1. What written parental involvement policies must Title I, Part A
schools develop?
22](#d-1.-what-written-parental-involvement-policies-must-title-i-part-a-schools-develop)

[D-2. What notification and dissemination requirements apply for school
parental involvement policies?
22](#d-2.-what-notification-and-dissemination-requirements-apply-for-school-parental-involvement-policies)

[D-3. What information do the parents' "right-to-know" provisions
require schools to provide parents about the qualifications of teachers
of their children who are not highly qualified?
23](#d-3.-what-information-do-the-parents-right-to-know-provisions-require-schools-to-provide-parents-about-the-qualifications-of-teachers-of-their-children-who-are-not-highly-qualified)

[D-4. How must schools involve parents to improve Title I, Part A
programs?
23](#d-4.-how-must-schools-involve-parents-to-improve-title-i-part-a-programs)

[D-5. What meetings must schools hold to inform parents about Title I,
Part A programs and parental involvement?
23](#d-5.-what-meetings-must-schools-hold-to-inform-parents-about-title-i-part-a-programs-and-parental-involvement)

[D-6. What information and opportunities must schools provide parents of
children participating in Title I, Part A programs?
23](#d-6.-what-information-and-opportunities-must-schools-provide-parents-of-children-participating-in-title-i-part-a-programs)

[D-7. Which parents are eligible to participate in parent involvement
activities in a schoolwide program school?
24](#d-7.-which-parents-are-eligible-to-participate-in-parent-involvement-activities-in-a-schoolwide-program-school)

[Shared Responsibility for High Student Academic Achievement
24](#shared-responsibility-for-high-student-academic-achievement)

[D-8. What is a \"school-parent\"compact?
24](#d-8.-what-is-a-school-parentcompact)

[D-9. What must a "school-parent" compact include?
25](#d-9.-what-must-a-school-parent-compact-include)

[D-10. What information must a school provide to parents about their
child's level of achievement on the State academic assessment?
25](#d-10.-what-information-must-a-school-provide-to-parents-about-their-childs-level-of-achievement-on-the-state-academic-assessment)

[Schools in Improvement, Corrective Action, or Restructuring
25](#schools-in-improvement-corrective-action-or-restructuring)

[D-11. Must an LEA pay for or provide transportation to service
providers?
25](#d-11.-must-an-lea-pay-for-or-provide-transportation-to-service-providers)

[E. LEA AND SCHOOL RESPONSIBILITIES TO BUILD PARENT CAPACITY
26](#e.-lea-and-school-responsibilities-to-build-parent-capacity)

[Basic Requirement 26](#basic-requirement)

[E-1. How do LEAs and schools build parents' capacity for involvement?
26](#e-1.-how-do-leas-and-schools-build-parents-capacity-for-involvement)

[Providing Assistance and Training
26](#providing-assistance-and-training)

[E-2. On what topics must schools and LEAs provide parents with
assistance and training?
26](#e-2.-on-what-topics-must-schools-and-leas-provide-parents-with-assistance-and-training)

[E-3. Does the LEA, with the assistance of its SEA, have a
responsibility to upgrade the educational levels of parents of
participating students, particularly those parents who do not possess a
secondary school diploma?
26](#e-3.-does-the-lea-with-the-assistance-of-its-sea-have-a-responsibility-to-upgrade-the-educational-levels-of-parents-of-participating-students-particularly-those-parents-who-do-not-possess-a-secondary-school-diploma)

[E-4. What assistance do schools and LEAs provide to help parents work
with their children?
27](#e-4.-what-assistance-do-schools-and-leas-provide-to-help-parents-work-with-their-children)

[E-5. Is volunteering in a child's classroom an activity in which
parents can engage to help share the responsibility for student
learning?
27](#e-5.-is-volunteering-in-a-childs-classroom-an-activity-in-which-parents-can-engage-to-help-share-the-responsibility-for-student-learning)

[E-6. What school staff training must schools and LEAs provide related
to parental involvement?
27](#e-6.-what-school-staff-training-must-schools-and-leas-provide-related-to-parental-involvement)

[Activities to Strengthen Parental Involvement
28](#activities-to-strengthen-parental-involvement)

[E-7. How can schools and LEAs maximize parental involvement and
participation in school meetings, conferences, and activities?
28](#e-7.-how-can-schools-and-leas-maximize-parental-involvement-and-participation-in-school-meetings-conferences-and-activities)

[E-8. May Title I, Part A funds be used to support parents' attendance
at workshops and conferences?
28](#e-8.-may-title-i-part-a-funds-be-used-to-support-parents-attendance-at-workshops-and-conferences)

[E-9. May a school or all schools within a district use their share(s)
of the one percent reservation for parental involvement under section
1118(a)(3)(C) to support a district-level parent resource center or some
other district-level activity for parents?
28](#e-9.-may-a-school-or-all-schools-within-a-district-use-their-shares-of-the-one-percent-reservation-for-parental-involvement-under-section-1118a3c-to-support-a-district-level-parent-resource-center-or-some-other-district-level-activity-for-parents)

[Coordination with Other Programs and Community Involvement
29](#coordination-with-other-programs-and-community-involvement)

[E-10. How should schools and LEAs coordinate and conduct parental
involvement activities?
29](#e-10.-how-should-schools-and-leas-coordinate-and-conduct-parental-involvement-activities)

[E-11. How can schools and LEAs involve the community to help ensure the
effective involvement of parents?
29](#e-11.-how-can-schools-and-leas-involve-the-community-to-help-ensure-the-effective-involvement-of-parents)

[Appendix A: Definitions 30](#appendix-a-definitions)

[Appendix B: Key Title I, Part A Parental Notice Requirements
34](#appendix-b-key-title-i-part-a-parental-notice-requirements)

[Appendix C: Research Based Resources
40](#appendix-c-research-based-resources)

[Appendix D: District Wide Parental Involvement Policy
45](#appendix-d-district-wide-parental-involvement-policy)

[Appendix E: School-Parent Compact
51](#appendix-e-school-parent-compact)

PARENTAL INVOLVEMENT

# INTRODUCTION

The No Child Left Behind Act of 2001 (NCLB Act) reauthorized the
Elementary and Secondary Education Act of 1965 (ESEA), and is based on
four principles that provide a framework through which families,
educators, and communities can work together to improve teaching and
learning. These principles are accountability for results, local control
and flexibility, expanded parental choice, and effective and successful
programs that reflect scientifically based research. The parental
involvement provisions in Title I, Part A of the ESEA reflect these
principles. Specifically, these provisions stress shared accountability
between schools and parents for high student achievement, including
expanded public school choice and supplemental educational services for
eligible children in low-performing schools, local development of
parental involvement plans with sufficient flexibility to address local
needs, and building parents' capacity for using effective practices to
improve their own children's academic achievement.

New reporting provisions added by the NCLB Act offer parents important
insight into their children's education, the professional qualifications
of their teachers, and the quality of the schools they attend. The new
legislation ensures that parents have the information they need to make
well-informed choices for their children, more effectively share
responsibility with their children's schools, and help those schools
develop effective and successful academic programs. Parents now will
know their children's academic strengths and weaknesses and how well
schools are performing, and they will have other options and resources
for helping their children if their schools are identified in need of
improvement.

The new Title I, Part A is designed not only to help close the
achievement gap between disadvantaged and minority students and their
peers, but also to change the culture of America's schools so that
success is defined in terms of student achievement and schools invest in
every child.[^1] As indicated by the parental involvement provisions in
Title I, Part A, the involvement of parents in their children's
education and schools is critical to that process. Secretary Paige put
it succinctly when he stated, "\[s\]chools can't improve without the
help of parents."[^2]

Three decades of research provide convincing evidence that parents are
an important influence in helping their children achieve high academic
standards. When schools collaborate with parents to help their children
learn and when parents participate in school activities and
decision-making about their children's education, children achieve at
higher levels. In short, when parents are involved in education,
children do better in school and schools improve.[^3]

This guidance is divided into five major sections. The first deals with
general issues related to parental involvement, the second addresses the
parental involvement responsibilities of State educational agencies
(SEAs), the third describes responsibilities of local educational
agencies (LEAs), the fourth describes the responsibilities of schools,
and the fifth describes the responsibilities of LEAs and schools to
build parents' capacity for becoming involved in improving their child's
academic achievement. Included in the appendices are relevant
definitions (Appendix A), key Title I, Part A parental notice
requirements (Appendix B), a list of research-based resources for
improving teaching and learning (Appendix C), a sample template that
might be used for the development of a district-wide parental
involvement policy (Appendix D), and a sample template for a
school-parent compact (Appendix E).

# PURPOSE

The purpose of this guidance is to assist SEAs, LEAs, and schools in
administering the parental involvement provisions of Title I, Part A of
the ESEA. This guidance is not intended to be all-inclusive; rather, it
answers questions about and clarifies aspects of the law that have been
brought to the attention of the U.S. Department of Education (ED). This
guidance may be supplemented in the future as other issues arise. The
questions are primarily based on issues raised by State and local school
officials and staff, education leaders, technical assistance providers,
parents, parent advocacy organizations, parental involvement
coordinators/liaisons, and others who are actively engaged in working
with parents to improve student achievement and learning.

## 

## A. [GENERAL INFORMATION]{.underline}

### A-1. What is parental involvement under No Child Left Behind?

Parental involvement always has been a centerpiece of Title I. However,
for the first time in the history of the ESEA, it has a specific
statutory definition. The statute 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 the ESEA (Parental Involvement*). \[Section
    9101(32), ESEA.\]*

### A-2. What is the significance of the statutory definition?

The definition of parental involvement sets the parameters, in
conjunction with other sections of the law by which SEAs, LEAs and
schools will implement programs, activities, and procedures to involve
parents in Title I, Part A programs.

### A-3. Who is a parent for the purposes of Title I, Part A?

The term "parent" includes in addition to a natural parent, a legal
guardian or other person standing in *loco parentis* (such as a
grandparent or stepparent with whom the child lives, or a person who is
legally responsible for the child's welfare). *\[Section 9101(31),
ESEA.\]*

### A-4. Why is parental involvement important?

A synthesis of the 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."[^4]

### A-5. What does the research show about how family involvement in children's education affects 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; and

-   Graduate and go on to postsecondary education.[^5]

### A-6. What are the key Title I, Part A parental notice requirements?

The key parental notice requirements for SEAs, LEAs, and schools are set
forth in Appendix B to this guidance.

### A-7. What are the parental involvement provisions in section 1118 of the ESEA?

Title I, Part A provides for substantive parental involvement at every
level of the program, such as in the development and implementation of
the State and local plan, and in carrying out the LEA and school
improvement provisions. Section 1118 contains the primary Title I, Part
A requirements for SEAs, LEAs, and schools related to involving parents
in their children's education. It is this section that identifies
critical points in the process of improving teaching and learning where
parents and the community can intervene and assist in school
improvement. Although section 1118 is extensive in scope and has many
requirements for LEAs and schools, the intent is not to be burdensome.
These provisions reflect good practice in engaging families in helping
to educate their children, because students do better when parents are
actively involved in the education process, both at home and at school.

### A-8. How must SEAs, LEAs, and schools communicate with parents in general?

Because regular communication is the foundation of effective parental
involvement, SEAs, LEAs, and schools must provide information to parents
of students participating in Title I, Part A programs in an
understandable and uniform format, including alternative formats upon
request, and, "to the extent practicable," in a language that parents
can understand. (See, for example, a State's notification to parents of
LEA improvement status (section 1116(c)(6)), a school's notification to
parents of the written parental involvement policy (section 1118(b)(1)),
and LEA and school notifications to parents of information related to
parent programs, meetings, and other activities (section 1118(e)(5).)
*\[Title I, Part A Final Regulations, 34 CFR Section 200.36 ("Title I
Regulations")*

### A-9. What is meant by providing information to parents with limited English proficiency, "to the extent practicable," in a language parents can understand?

This means that, whenever practicable, written translations of printed
information must be provided to parents with limited English proficiency
in a language they understand. However, if written translations are not
practicable, it is practicable to provide information to limited English
proficient parents orally in a language that they understand. SEAs and
LEAs have flexibility in determining what mix of oral and written
translation services may be necessary and reasonable for communicating
the required information to parents with limited English proficiency.
*\[Title I, Part A Final Regulations, 67 Fed. Reg. 71749 -- 50, Comments
and Discussion on Section 200.36; available at ED's website at
http://www.ed.gov/legislation/FedRegister/finrule/2002-4/120202a.html.\]*

This requirement is consistent with Title VI of the Civil Rights Act of
1964 (Title VI), as amended, and its implementing regulations. Under
those regulations, recipients of Federal financial assistance have a
responsibility to ensure meaningful access to their programs and
activities by persons with limited English proficiency. It is also
consistent with ED policy under Title VI and Executive Order 13166
(Improving Access to Services for Persons with Limited English
Proficiency). The Department of Justice's Guidance on Title VI and E.O.
13166, which provides clarification on how to determine an appropriate
mix of language services, may be found in the Federal Register, 67 Fed.
Reg. 41455-41472 (June 18, 2002), or online at
[http://www.lep.gov](http://www.lep.gov/).

### A-10. How must an SEA, LEA, or school communicate with parents with disabilities to ensure meaningful participation in Title I, Part A programs?

SEAs, LEAs, and schools must take the necessary steps to ensure that
communications with parents with disabilities are as effective as
communications with other parents. Those steps include that SEAs, LEAs,
and schools must furnish appropriate auxiliary aids and services when
necessary to afford a parent with a disability an equal opportunity to
participate in, and enjoy the benefits of, Title I, Part A programs,
services, and activities, including the parental involvement provisions.

SEAs, LEAs, and schools must provide an opportunity to parents with
disabilities to request the auxiliary aids and services of their choice
(such as sign language interpreters and large print or materials in
Braille) to ensure meaningful participation in the different types of
programs or activities carried out to implement the Part A provisions.
The SEA, LEA, or school must give primary consideration to the expressed
choice of a parent with disabilities by honoring that choice, unless the
SEA, LEA, or school can demonstrate that another effective means of
communication exists, or that use of the means chosen by the parent
would result in a fundamental alteration in the service, program, or
activity or in an undue financial and administrative burden. *\[28 CFR
Sections 35.104 and 35.160-164, and Appendix A to Part 35 of Title 28T
of the Code of Federal Regulations implementing subtitle A of title II
of the Americans with Disabilities Act of 1990)\]*

### A-11. What Federal civil rights provisions are applicable to parental involvement activities?

In implementing parental involvement programs, activities, and
procedures, States, LEAs and schools may not discriminate on the basis
of race, color, national origin, sex, disability, or age, consistent
with Title VI of the Civil Rights Act of 1964, Title IX of the Education
Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title
II of the Americans with Disabilities Act of 1990 (ADA), and the Age
Discrimination Act of 1975.

### A-12. May an SEA or LEA use funds from other Federal programs for activities related to parental involvement?

A number of ESEA programs allow the use of funds for parental
involvement activities. Examples of such programs include Reading First,
the Even Start Family Literacy Program, Comprehensive School Reform, and
21^st^ Century Community Learning Centers. Subject to the rules and
requirements of the program, those funds can be coordinated with the
Title I, Part A funds that an SEA or LEA uses to meet its parental
involvement responsibilities.

An SEA or LEA also may find the new transferability authority added by
the NCLB useful in maximizing available funds for parental involvement
activities under programs subject to that authority. Subject to specific
requirements, that authority allows SEAs and LEAs to transfer a certain
amount of funds among some programs, such as into Title V, Part A
("Innovative Programs") to address local educational needs and
priorities. \[For more detailed information, see the Transferability
Authority Non-Regulatory Guidance on line at
[http://www.ed.gov/programs/transferability/finalsummary04.doc.](http://www.ed.gov/programs/transferability/finalsummary04.doc)\]

### A-13. What are Parental Information and Resource Centers?

Parental Information and Resource Centers, authorized by subpart 16 of
Part D of Title V of the ESEA, are school-linked or school-based centers
established by nonprofit organizations and consortia of nonprofit
organizations and LEAs under competitive grants from ED. These Parental
Information and Resource Centers provide comprehensive training,
information, and support to parents, individuals who work with parents,
SEAs, LEAs, and other organizations that carry out parental education
and family involvement programs. In awarding grants under this program,
the Department has given priority to centers that make parents aware of,
and help them take advantage of, the public school choice and
supplemental educational services provisions of Title I, Part A. To
contact a center see: pirc-info.net. *\[Section 5561 -- 5566, ESEA.\]*

### A-14. What other resources and research are available to help improve parental involvement?

Contact ED's Information Resource Center for information on ED programs,
resources, and events at 1-800-USA-LEARN. Specific activities and
resources include:

-   **Education News Parents Can Use**, a television series about ways
    to ensure children's educational success. The third Tuesday of each
    month during the school year, **Education News** provides parents
    with the tools and information they need to be effectively involved
    in their children's learning. \[For information on how to register
    visit the following URL and go to FAQs:
    <http://www.ed.gov/news/av/video/edtv/index.html>.\]

-   **EDPubs**, the Department's Publication Center has a multitude of
    free materials and resources that can assist SEAs, LEAs, schools,
    parents, communities, and organizations in encouraging and
    maximizing parental involvement. \[EDPubs can be reached directly by
    calling 1-877-4ED-PUBS (433-7827). Order documents on-line at
    <edpubs@inet.ed.gov>.\]

-   **The Achiever**, a biweekly electronic newsletter that provides
    information, events and announcements about *No Child Left Behind.*
    For other newsletters and journals from ED visit:
    <http://www.ed.gov/news/newsletters/index.html>

-   The **No Child Left Behind website** at:
    <http://www.nochildleftbehind.gov/>

-   The "**What Works Clearinghouse**" (WWC), a project to help
    education decision-makers answer such questions as *how do we create
    better schools and how can we make sure that all children can read*?
    A part of the Department's Institute of Education Sciences, the WWC
    has been established to put solid evidence from high-quality
    scientific research into the hands of educators, policy-makers and
    the public so they may make better choices about programs and
    practices. To receive e-mail updates, subscribe to *WWCUpdate* on
    the Web at [www.w-w-c.org](http://www.w-w-c.org/). or call
    1-866-WWC-9799.

-   **National Center for Family and Community Connections** **with
    Schools**, funded through the Southwest Regional Educational
    Laboratory (SEDL) by the Department's Institute of Education
    Sciences, bridges research and practice to remove barriers to
    student achievement. The Center links people with research-based
    information and resources that they can use to effectively connect
    schools, families, and communities. The Center reviews emerging
    findings and research to develop an online database, annual
    conferences and annual reports to help advance procedural knowledge
    and provides training and networking across the regional educational
    laboratory system to link research findings to practice. \[For more
    information visit <http://www.sedl.org/connections/about.html>.\]

## B. [RESPONSIBILITIES OF STATES]{.underline}

#### General SEA Responsibilities for Parental Involvement

### B-1. What parental involvement provisions are included in State plans?

SEAs must support the collection and dissemination of effective parental
involvement practices to its LEAs and schools. Those practices must be
based on the most current research, meeting the highest professional and
technical standards, on effective parental involvement that fosters
achievement to high standards for all children. In addition, those
practices must be geared toward lowering barriers to greater
participation by parents in school planning, review, and improvement
experiences. *\[Section 1111(d), ESEA.\]* \[See Appendix C for a sample
of research-based resources on parental involvement.\]

In addition, each SEA must assure that it will provide technical
assistance that is designed to improve teaching and learning to LEAs and
schools including technical assistance relating to parental involvement
under section 1118. *\[Section 1111(c)(4), ESEA.\]*

### B-2. Must an SEA consult with parents in the development of the State plan?

Yes. An SEA must consult with parents, along with others, such as LEAs,
in developing its State plan. *\[Section 1111(a)(1), ESEA.\]*

### B-3. What responsibility does an SEA have with respect to the parental involvement provisions in local plans?

An SEA must review each LEA's plan to determine if the LEA's parental
involvement activities meet the requirements of section 1118. *\[Section
1112(e)(3), ESEA.\]*

### B-4. May an SEA use the Title I, Part A funds it reserves for State administration to meet its parental involvement responsibilities?

Yes, this is permitted. *\[Section 1004, ESEA.\]*

#### Information Dissemination and Technical Assistance

### B-5. What information about LEA and school performance must an SEA disseminate to parents? 

> State report cards must include information related to assessments,
> accountability, and teacher quality, and must include data from all
> LEAs in the State. A description of each of the data elements
> (assessments, accountability, teacher quality) for State report cards
> is included in the Report Cards, Title I, Part A Non-Regulatory
> Guidance available at:
> <http://www.ed.gov/programs/titleiparta/reportcardsguidance.doc>.\]
> The information in the report cards must be in an understandable and
> uniform format, including alternative formats upon request, and, "to
> the extent practicable," in a language that parents understand.
> *\[Section 1111(h)(1)(B)(ii), ESEA.\]*

### B-6. What information about individual student academic assessment must SEAs provide to parents?

A central requirement of the NCLB Act is that SEAs, in consultation with
LEAs, must implement a set of high-quality, yearly student academic
assessments that include, at a minimum, academic assessments in
mathematics, reading or language arts, and (beginning with school year
2007-08) science. As a part of this assessment system, SEAs must produce
individual student interpretive, descriptive, and diagnostic reports
that allow parents, teachers, and principals to understand and address
the specific academic needs of each student, and that include
information regarding achievement on academic assessments aligned with
each State's academic achievement standards. SEAs must provide these
reports to parents, teachers, and principals of all public schools as
soon as possible after the assessments are given. The information must
be provided to parents in an understandable and uniform format,
including alternative formats upon request (see A-8 and A-10) and, to
the extent practicable, in a language that parents can understand (see
A-9 and A-10). *\[Section 1111(b)(3)(C)(xii), ESEA.\]*

#### Progress Reviews

### B-7. What are an SEA's responsibilities for reviewing and disseminating information about the progress of an LEA's parental involvement activities? 

As a part of its annual yearly progress review of each LEA receiving
Title I, Part A funds, the SEA must determine if each LEA is, among
other things, carrying out its responsibilities under section 1118 with
respect to parental involvement. *\[Section 1116(c)(1)(A), ESEA.\]*

The SEA must publicize and disseminate the results of this review to its
LEAs, teachers and other staff, parents, students, and the community.
*\[Section 1116(c)(1)(B), ESEA.\]*

#### SEA Notification to Parents of Children in an LEA or School Identified for Improvement, Corrective Action, or Restructuring

### B-8. How must an SEA, LEA or school communicate with parents during the school improvement process?

Throughout the school improvement process, the appropriate entity\--the
SEA, LEA, or school\--must communicate with the parents of each child
attending a school identified for school improvement, corrective action,
or restructuring in a manner consistent with the requirements described
in A-8, A-9, and A-10. The information must be provided to parents
directly, by such means as regular mail or e-mail. If the SEA does not
have access to individual student addresses, it may provide the
information to the LEAs or schools for distribution to parents.

The SEA, LEA, or school must also provide information to parents during
the school improvement process by broader means of dissemination such as
the Internet, media, or public agencies that serve the student
population and their families. All communications must respect the
privacy of students and their families. *\[Section 200.36 of the Title I
Regulations and Section 1116, ESEA.\]*

### B-9. What are an SEA's responsibilities regarding notification to parents of children in an LEA identified for improvement or corrective action? 

An SEA must promptly notify the parents of each student enrolled in a
school served by an LEA that the LEA has been identified for improvement
or corrective action. The notice must include information about: the
results of the SEA's annual progress review of schools served by the LEA
in meeting the State's student academic achievement standards; whether
the LEA is carrying out its responsibilities for sections 1116, 1117,
1118, and 1119; the reasons for the identification; and how parents can
participate in upgrading the quality of the LEA. *\[Section 1116 (c)(1)
and (6), ESEA.\]*

In the case of an LEA identified for corrective action, the SEA must
publish and disseminate to parents and the public information on
corrective actions taken by the SEA. *\[Section 1116(c)(10)(E), ESEA.\]*

#### SEA Technical Assistance to an LEA or School in Need of Improvement

### B-10. What technical assistance related to parental involvement must an SEA provide for LEAs and schools in need of improvement?

For each LEA that the SEA identifies for improvement, the SEA must
provide technical or other assistance, if requested, to better enable
the LEA to develop and implement the LEA's plan and work with schools
needing improvement. This technical assistance must be provided by the
SEA or an entity authorized by the SEA, and must be supported by
effective methods and instructional strategies from scientifically based
research (SBR). This technical assistance must address problems, if any,
in implementing the parental involvement activities in section 1118.
*\[Section 1116(c)(9), ESEA.\]*

## C. [LEA RESPONSIBILITIES]{.underline}

#### General

### C-1. Are the parental involvement provisions in section 1118 of the ESEA applicable to LEAs?

Yes. An LEA may receive funds under Title I, Part A [only]{.underline}
if the LEA implements programs, activities, and procedures for the
involvement of parents in Title I, Part A programs that are consistent
with the requirements of section 1118. LEAs must plan and implement
these programs, activities, and procedures with meaningful consultation
with parents of children participating in Title I, Part A programs.
*\[Section 1118(a), ESEA.\]*

### C-2. What is the basic parental involvement requirement under Title I, Part A for LEAs?

Each LEA that receives Title I, Part A funds must develop a written
parental involvement policy that establishes the LEA's expectations for
parental involvement. The policy must be developed jointly with, and
agreed upon with, the parents of children participating in Title I, Part
A programs and distributed to parents of all children participating in
Title I, Part A programs. *\[Section 1118(a)(2), ESEA.\]*

If the LEA already has a district-level parental involvement policy that
applies to all parents, the LEA may amend that existing policy, if
necessary, to meet the requirements of section 1118. *\[Section
1118(b)(3), ESEA.\]*

### C-3. What specific information must an LEA's written parental involvement policy contain? 

An LEA's written parental involvement policy must establish the LEA's
expectations for parental involvement, and describe how the LEA will---

-   Involve parents in jointly developing the LEA's local plan under
    section 1112 and in the process of school review and improvement
    under section 1116;

-   Provide the coordination, technical assistance, and other support
    necessary to assist Title I, Part A schools in planning and
    implementing effective parental involvement activities to improve
    student academic achievement and school performance;

-   Build the schools' and parents' capacity for strong parental
    involvement;

-   Coordinate and integrate parental involvement strategies under Title
    I, Part A with parental involvement strategies under other programs,
    such as Head Start, Reading First, Early Reading First, Even Start,
    Parents as Teachers, Home Instruction Program for Preschool
    Youngsters (HIPPY), State-run preschool programs, and Title III
    language instructional programs;

-   Conduct, with the involvement of parents, an annual evaluation of
    the content and effectiveness of the parental involvement policy in
    improving the academic quality of the schools served with Title I,
    Part A funds, including---

    -   Identifying barriers to greater participation by parents in
        parental involvement activities, with particular attention to
        parents who are economically disadvantaged, are disabled, have
        limited English proficiency, have limited literacy, or are of
        any racial or ethnic minority background;

    -   Using the findings of the evaluation to design strategies for
        more effective parental involvement;

    -   Revising, if necessary, the LEA's parental involvement policies;
        and

-   Involve parents in the activities of schools served under Title I,
    Part A. *\[Section 1118(a)(2), ESEA.\]* \[For more detailed
    information see Appendix D for a sample template of a District wide
    Parental Involvement Policy.\]

### C-4. What is the relationship between the local plan an LEA submits to its SEA and the LEA's written parental involvement policy?

An LEA must incorporate its written parental involvement policy
(developed in accordance with section 1118) into its local plan
(developed under section 1112 of the ESEA), which is submitted to its
SEA. *\[Section 1118(a)(2), ESEA.\]* If the LEA's plan is not
satisfactory to the parents of participating children, the LEA must
submit any parent comments, along with the LEA's plan, to the SEA.
*\[Section 1118(b)(4), ESEA.\]*

### C-5. What other information related to parents must an LEA include in its local plan under section 1112?

An LEA must describe in its local plan (developed under section 1112 of
the ESEA) how the LEA will coordinate its Title I, Part A program with
programs under Title II of the ESEA to provide professional development
to teachers and principals, and, if appropriate, to parents and other
staff. *\[Section 1112(b)(1)(D), ESEA.\]*

### C-6. What information must LEAs provide parents about the teachers and paraprofessionals who work with their children?

At the beginning of each school year, LEAs must inform parents of each
student attending a Title I, Part A school of their right to request
information about the professional qualifications of both the teachers
and the paraprofessionals who teach and work with their children in an
understandable and uniform format, including alternative formats upon
request, and, "to the extent practicable," in a language that parents
understand. \[See A-8, A-9 and A-10 for additional information on
communicating with parents; Appendix B for a list of the key
notification requirements; and for information on paraprofessionals in
Title I, Part A programs, see the Title I Paraprofessionals
Non-Regulatory Guidance at:
<http://www.ed.gov/policy/elsec/guid/paraguidance.pdf>.\] *(Section
1111(h)(6) and (C), ESEA, Sections 200.61 (a)(1) and (2) of the Title I
Regulations.)*

### C-7. What information must LEAs provide to parents in the LEA report card about the performance of their child's school to assist parents in making decisions about their children's education?

Similar to State report cards, LEA report cards must include information
related to the data elements (assessment, accountability, and teacher
quality) as it applies to the LEA as a whole and as it applies to each
school served by the LEA. Individual school report cards are not
required, but information about each school must be included in the LEA
report card. Example charts with all the required assessment data
elements at the LEA and school level are provided in Tables 4 and 5 of
the Report Cards, Title I, Part A Non-Regulatory Guidance available at:
<http://www.ed.gov/programs/titleiparta/reportcardsguidance.doc>.\] The
information in the report cards must be in an understandable and uniform
format, including alternative formats upon request, and, "to the extent
practicable," in a language that parents understand. *\[Section
1111(h)(2) and (E), ESEA.\]*

### C-8. What information must all LEAs receiving Title I, Part A funds provide to parents of limited English proficient students?

LEAs receiving Title I, Part A funds must implement effective means of
outreach to parents of limited English proficient students to inform
those parents of how the parents --

-   can be involved in the education of their children; and

-   be active participants in assisting their children to attain English
    proficiency, achieve at high levels in core academic subjects, and
    meet the challenging State academic achievement standards and State
    academic content standards expected of all students.

> LEAs' outreach to parents of limited English proficient students must
> include sending notice of opportunities for, and holding, regular
> meetings for the purpose of formulating and responding to
> recommendations from parents of Title I, Part A students. *\[Section
> 1112(g)(4), ESEA.\]*

### C-9. What notice and information must LEAs with Title I, Part A-funded language instruction educational programs provide to parents of limited English proficient students?

LEAs using Title I, Part A funds to provide a language instruction
educational program (as defined in Part C of Title III of the ESEA) must
provide the following information to a parent or parents of limited
English proficient children identified for participation or
participating in such a program:

-   the reasons for the identification of their child as limited English
    proficient and in need of placement in a language instruction
    educational program;

-   the child's level of English proficiency, how that level was
    assessed, and the status of the child's academic achievement;

-   the methods of instruction used in the program in which their child
    is, or will be participating, and the methods of instruction used in
    other available programs, including how those programs differ in
    content, instructional goals, and the use of English and a native
    language in instruction;

-   how the program in which their child is or will be participating
    will meet the educational strengths and needs of their child;

-   how the program will specifically help their child learn English,
    and meet age-appropriate academic achievement standards for grade
    promotion and graduation;

-   the specific exit requirements of the program, including the
    expected rate of transition from the program into classrooms that
    are not tailored for limited English proficient children, and the
    expected rate of graduation from secondary school for the program if
    Title I, Part A funds are used for children in secondary schools;

-   in the case of a child with a disability, how the program meets the
    objectives of the child's individualized education program (IEP)
    under the Individuals with Disabilities Education Act (IDEA) or the
    child's individualized services under Section 504 of the
    Rehabilitation Act of 1973 (section 504);

-   information pertaining to parental rights, including written
    guidance---

    -   detailing the option that parents have a right to decline
        enrollment in a language instructional program and to choose
        another program or method of instruction if available,

    -   detailing the right that parents have to remove their child
        immediately from the program upon the parents' request, and

    -   assisting parents in selecting among various programs and
        methods of instruction, if more than one program or method is
        offered by the eligible entity.

-   These notice requirements also apply to a language instruction
    educational program funded under Part A of Title III. *\[Section
    3303, ESEA.\]*

-   The notice and information provided must be in an understandable and
    uniform format and, to the extent practicable, provided in a
    language that the parents can understand. *\[Section 1112(g)(2),
    ESEA\]*

LEAs must provide the above information to parents [not later than 30
days after the beginning of the school year]{.underline} for those
children identified before the beginning of the school year as limited
English proficient. For children identified after the beginning of the
school year as limited English proficient, LEAs must provide the above
information to parents [within the first 2 weeks of the child being
placed in a language instruction educational program]{.underline}.

In addition, if a language instruction educational program has not made
progress on the annual measurable achievement objectives under section
3122 of the ESEA, the eligible entity using the Title I, Part A funds
must provide separate notification to parents of a child identified for
participation in, or participating in, that program to inform them of
that failure [not later than 30 days after the failure
occurs]{.underline}. *\[Section 1112(g)(1), (2), and (3), ESEA.\]*

### C-10. What information must LEAs provide to parents of a child with a disability who is in a language instruction educational program?

In the case of a child with a disability who is in a language
instruction educational program, parents must be notified, not later
than 30 days after the beginning of the school year, of how the language
instruction educational program meets the objectives of the child's IEP
under the IDEA or the child's individualized services under Section 504.
*\[Section 1112(g)(1)(A)(i), ESEA.\]*

### C-11. Do parents of private school children in Title I, Part A programs have the right to equitable participation in parental involvement activities? 

Yes. Under the equitable participation provisions of Title I, Part A, an
LEA must provide eligible children enrolled in private elementary and
secondary schools, on an equitable basis, special education services and
other benefits under Title I, Part A, including parental involvement
services and activities, that are comparable to the services and
benefits provided to their public school counterparts. The amount of
funds available to provide equitable services from the applicable
reserved funds must be proportionate to the number of private school
children from low-income families residing in the participating public
school attendance areas.

As part of complying with this requirement, an LEA must provide
equitable services to parents of private school participants from the
funds set aside for this purpose. Activities for the parents of private
school participants must be planned and implemented after meaningful
consultation with private school officials and parents and conducted
either in conjunction with the LEA's parental involvement activities or
independently. Activities that LEAs can provide parents that will assist
private school students in achieving high academic standards include a
written agreement between the LEA and parents of private school
participants regarding the responsibilities of the LEA and parents in
the Title I program, parent meetings, communication between the Title I
teachers and parents on students' academic progress, parent-teacher
conferences, and parent education. *\[Section 200.65(a)(2) of the Title
I Regulations and Section 1120, ESEA.\]*

### C-12. What responsibilities do LEAs have to parents with respect to complaint procedures relating to violations of Title I, Part A requirements? 

SEAs must adopt written procedures, consistent with State law, for
receiving and resolving any complaint from an organization or individual
that the SEA, LEA or other agency, or consortium of agencies, is
violating a Federal statute or regulation that applies to the Title I,
Part A program, such as the school accountability or parental
involvement provisions. The SEA's procedures must contain a requirement
that LEAs disseminate, free of charge, adequate information about the
complaint procedures to parents of students, and appropriate private
school officials or representatives. *\[General Provisions Regulations,
at 34 CFR Sections 299.10 -- 299.12.\]*

#### LEA Funding for Parental Involvement 

### C-13. What funds must an LEA reserve for parental involvement activities under section 1118? 

An LEA that receives a Title I, Part A allocation of greater than
\$500,000 must reserve not less than one percent of its Title I, Part A
allocation to carry out the provisions of section 1118, including
promoting family literacy and parenting skills. The percentage reserved
for parental involvement must be calculated on the basis of the LEA's
total Title I, Part A allocation. *\[Section 1118(a)(3)(A), ESEA.\]*

### C-14. Do the parental involvement requirements of section 1118 apply to LEAs with a Title I, Part A allocation of \$500,000 or less?

Yes. LEAs with a Title I, Part A allocation of \$500,000 or less must
carry out the provisions of section 1118, but are not required to
reserve any specific amount from their Title I, Part A allocation to do
so. *\[Section 1118(a)(3), ESEA.\]*

### C-15. How does an LEA determine the amount of funds to be used for parental involvement activities for parents of private school children participating in Title I, Part A activities?

An LEA must reserve funds for parental involvement activities for
parents of private school children who participate in Title I, Part A
activities from the amount the LEA has reserved for parental
involvement. These funds must be reserved by the LEA before any
allocation of funds to its respective school attendance areas and
schools. The amount of funds reserved for these activities must be
proportionate to the number of private school children from low-income
families residing in participating public school attendance areas.
*\[Sections 200.65 and 200.77 of the Title I Regulations.\]*

[EXAMPLE OF EQUITABLE SERVICES CALCULATION RELATED TO PARENTAL
INVOLVEMENT FOR FAMILIES OF PRIVATE SCHOOL CHILDREN]{.underline}

An LEA reserves one and a half percent (\$90,000) of its Title I
allocation of \$6,000,000 for parental involvement activities. (Note
that this is more than the required minimum of one percent.) The number
of public and private school children from low-income families residing
in participating Title I attendance areas is 25,000. Five percent of the
25,000 children attend private schools; thus five percent of the
\$90,000 reservation, or \$4,500, is available for parental involvement
activities for parents of private school participants. The parental
involvement program funded by Title I must meet the needs of the parents
of private school participants. After consultation with the appropriate
private school officials, the LEA may conduct these activities
independently or in conjunction with the LEA's regular parental
involvement activities.

### C-16. What amount of funds must an LEA allot to schools for parental involvement activities under section 1118?

An LEA with an allocation in excess of \$500,000 first must determine
the percentage of its Title I allocation that it wishes to reserve for
parental involvement activities under section 1118. That percentage must
be at least [one percent]{.underline} of the LEA's Title I allocation,
and may be more. The LEA then must set aside an amount for parental
involvement of parents of private school children, based on the
proportion of private school children from low-income families residing
in Title I attendance areas, as explained in C-15 and the example
following C-15. The LEA then must distribute to its public schools at
least 95 percent of the remainder, leaving the balance of the reserved
funds for parental involvement activities at the LEA level. \[See C-17
for a discussion of how the LEA may allocate the funds among its public
schools.\] *\[Section 1118(a)(3)(C), ESEA.\]*

EXAMPLE: CALCULATION OF LEA'S DISTRIBUTION OF FUNDS TO SCHOOLS FOR
PARENTAL INVOLVEMENT ACTIVITIES:

LEA's total Title I allocation \$6,000,000

Parental involvement reservation (1%)

(.01 x \$6,000,000) \$ 60,000 (.05 (percentage of private school
children) [Private school]{.underline}

set-aside for parents x \$60,000 (amount LEA reserved

for parental involvement)) \$ 3,000

Amount remaining (\$60,000 - \$3,000) \$ 57,000

[Public school]{.underline} distribution (95% (required minimum

distribution percentage) x \$57,000) \$ 54,150

Balance available for LEA-level parental

involvement activities (\$57,000 - \$54,150) \$ 2,850

.

### C-17. On what basis may an LEA distribute to schools served under Title I, Part A, the funds it has reserved for schools to carry out the parental involvement provisions of section 1118? 

In distributing the amount of funds the LEA reserves for schools to
carry out the parental involvement provisions of section 1118, an LEA
may use the same formula it uses to determine the per-pupil allocations
for those schools or it may distribute those funds in another manner. An
LEA may use any one of or a combination of factors; for example, it may
choose to allocate funds to schools in improvement status; base its
allocation on the results of the LEA's annual evaluation of parental
involvement activities; or make use of the SEA's annual adequate yearly
progress review of how its LEAs are carrying out their responsibilities
for activities under section 1118.

### C-18. What input do parents have in how an LEA allots to schools the funds the LEA has reserved for parental involvement?

The LEA must involve parents of Title I, Part A participating children
in decisions about how it allots to schools the funds the LEA has
reserved for parental involvement activities. The involvement of parents
should be in a manner consistent with the definition of parental
involvement (A-1). In terms of process and representation, an LEA may
choose to use its district-wide parent advisory council (if it has
chosen to establish one) to provide advice on this and other matters
relating to Title I, Part A programs. *\[Section 1118(a)(3)(B) and
1118(e)(12), ESEA.\]*

### C-19. If an LEA reserves more than the required one percent of its Title I, Part A funds for parental involvement, must 95 percent of the entire amount reserved be distributed to schools served under Title I, Part A? 

No. The LEA may retain for district-wide parental involvement activities
the full amount of any Title I, Part A funds reserved for that purpose
in excess of the required one percent. However, the requirement to
allocate an equitable amount for the involvement of private school
parents (as described in C-15) applies to the entire amount set-aside.
*\[Section 1118(a)(3)(C), ESEA.\]*

#### LEA Responsibilities for School Improvement

### C-20. In reviewing annually the progress of each school, what must an LEA communicate to parents, teachers, principals, schools, and the community?

An LEA must publicize and disseminate the results of its local annual
review of each school (i.e., the review used to determine whether the
school is making AYP) to parents, teachers, principals, schools, and the
community so that they can continually refine the instructional program,
in an instructionally useful manner, to help all children in Title I,
Part A programs meet the challenging State student academic achievement
standards.

In addition, an LEA must review and publicize the effectiveness of the
actions and activities its schools are carrying out in Title I, Part A
programs with respect to parental involvement, professional development,
and other activities assisted under Title I, Part A. *\[Section
1116(a(1)(D),ESEA.\]*

### C-21. What is an LEA responsible for communicating to parents of the children of a school identified for school improvement, for corrective action, or for restructuring?

If an LEA identifies a school for improvement, for corrective action, or
for restructuring, the LEA must, [promptly following identification,
provide a notice]{.underline} to a parent or parents of each student
enrolled in the school, in a manner consistent with A-8 and A-9, that---

-   explains what the identification means, and how the school compares
    academically to other schools served by the LEA and the SEA
    involved;

-   identifies the reasons for the identification;

-   provides an explanation of how the parents can become involved in
    addressing the academic issues that caused the school to be
    identified for school improvement; and

-   explains the parent's option to transfer his or her child to another
    public school, with transportation provided by the LEA, or to obtain
    supplemental educational services for the child. *\[Section
    1116(b)(6), ESEA.\]*

The notification must provide parents with enough relevant information
to help them decide what is best for their child. The LEA---

-   must inform parents about the academic achievement of students at
    the school or schools to which their child may transfer;

-   may choose to include a description of the special academic
    programs, and facilities, and before- or after-school programs
    available at those schools;

-   may include the professional qualifications of teachers in the core
    academic subjects, and

-   may identify parental involvement opportunities. *\[Section
    200.37(b), Title I Regulations.\]*

Because an LEA must provide choice to students in eligible schools not
later than the first day of the school year, notice to parents should
occur well before that date.

### C-22. What information about actions taken to address problems that led to a school's identification for school improvement, for corrective action, or for restructuring must an LEA provide to both parents and the public?

In addition to providing school improvement information (see C-21) to
the parents of each student in the school, an LEA must publish and
disseminate, to both parents and the public, information explaining---

-   what the school is doing to address the problem of low achievement;

-   what the LEA or the SEA is doing to help the school address the
    problem; and

-   if applicable, a description of specific corrective actions or
    restructuring plans. *\[Section 1116(b)(6), ESEA, and Section
    200.38, Title I Regulations.\]*

### C-23. What opportunities do the principal and parents of a school have to present evidence if they believe that the elementary or secondary school proposed for identification for improvement, for corrective action, or for restructuring has been identified in error?

If the principal or a majority of parents of the students enrolled in
the school believe that the school has been proposed for identification
for school improvement**,** corrective action, or restructuring in error
because of statistical or other substantive reasons, the principal may
provide supporting evidence to the LEA for consideration prior to a
final determination. The LEA must make a final public determination of
the status of the school with respect to identification not later than
30 days after it has provided the school with an opportunity to review
the school-level data. *\[Section 1116(b)(2), ESEA.\]*

### C-24. What responsibility does an LEA have regarding the school improvement plan of an identified school?

An LEA must approve the plan, which the school must develop or revise
after the school has been identified for improvement. The school plan
must be developed or revised in consultation with parents, school staff,
along with the LEA serving the school, and outside experts not later
than 3 months after the school is identified and must cover a 2-year
period. *\[Section 1116(b)(3), ESEA.\]*

### C-25. What responsibility does an LEA have for providing technical assistance related to parental involvement to a school identified for school improvement?

An LEA is responsible for ensuring that technical assistance is provided
during the entire two-year period to each school identified for school
improvement as the school develops and implements its improvement, and
that the technical assistance is based on scientifically-based research
(SBR). The LEA must provide specific technical assistance that includes
help with analyzing data from the assessments, and other examples of
student work, to identify and address problems in instruction, and
problems, if any, in implementing the parental involvement requirements
in section 1118 and the professional development requirements in section
1119. *\[Section 1116(b)(4), ESEA.\]*

### C-26. What responsibilities to parents does an LEA have with respect to supplemental educational services? 

If a Title I school is identified for improvement, or corrective action,
or for restructuring, the LEA serving that school must arrange to
provide supplemental educational services to eligible children in the
school. The provider of supplemental educational services must have a
demonstrated record of effectiveness, and be selected by the child's
parent from a list of providers as retained by the SEA in accordance
with reasonable criteria that the SEA has adopted. An LEA must:

-   provide, at a minimum, annual notice to parents (in an
    understandable and uniform format, including alternative formats
    upon request, and, to the extent practicable, in a language the
    parents can understand) of: (1) the availability of the supplemental
    educational services; (2) the identity of the approved providers
    that are within the LEA or whose services are reasonably available
    in neighboring LEAs; and (3) a brief description of the services,
    qualifications, and demonstrated effectiveness of each provider;

-   if requested, assist parents in choosing a provider from the list;

-   apply fair and equitable procedures for selecting students to be
    served if the number of spaces at approved providers is not
    sufficient;

-   not disclose to the public the identity of any student who is
    eligible for, or receiving, supplemental educational services
    without the written permission of the parents of the student.
    *\[Section 1116(e)(2), ESEA.\]* \[For additional information see the
    Supplemental Educational Services Non-Regulatory Guidance at:
    <http://www.ed.gov/policy/elsec/guid/suppsvcsguid.pdf>\]

### C-27. What responsibilities does an LEA have to parents of the children in a school that is in the restructuring phase of school improvement?

If an LEA identifies a school for restructuring, which means a major
reorganization of the school's governance arrangement, the LEA must
provide both parents and teachers with---

-   Prompt notice;

-   An opportunity to comment before any action under the restructuring
    plan takes place; and

-   An opportunity to participate in the development of any
    restructuring plans. *\[Section 1116(b)(8)(C, ESEA); Section 200.43,
    Title I Regulations.\]*

## D. [SCHOOL RESPONSIBILITIES]{.underline}

#### School-level Parental Involvement Policies and Funding 

### D-1. What written parental involvement policies must Title I, Part A schools develop? 

Each school must develop, jointly with parents of children participating
in Title I, Part A services, a written school parental involvement
policy that describes how the school will carry out the parental
involvement requirements in section 1118(c) -- (f), including the
development of a school-parent compact. If the school already has a
parental involvement policy that applies to all parents, the school may
amend that existing policy, if necessary, to meet the requirements of
section 1118(b). Schools must update these policies periodically to meet
the changing needs of parents and the school. \[See Appendix D for a
sample template of a District-Wide Parental Involvement Policy.\]
*\[Section 1118(b), ESEA.\]*

### D-2. What notification and dissemination requirements apply for school parental involvement policies? 

Each school served under Title I, Part A must notify parents of its
written parental involvement policy in an understandable and uniform
format, including alternative formats upon request, and, to the extent
practicable, provide notice and the policy in a language the parents can
understand. In addition, each school must make its written parental
involvement policy available to the local community. \[For further
information on required notices, see Appendix B and see A-8, A-9 and
A-10 for additional information about language requirements and
alternative formats.\] *\[Section 1118(b)(1),ESEA.\]*

### D-3. What information do the parents' "right-to-know" provisions require schools to provide parents about the qualifications of teachers of their children who are not highly qualified?

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. *\[Section
1111(h)(6)(B)(ii), ESEA.\]* The term "highly qualified" for this purpose
is defined in section 200.56 of the Title I regulations (67 Fed. Reg.
71730, December 2, 2002), available at:
<http://www.ed.gov/legislation/FedRegister/finrule/2002-4/120202a.html>.\]

### D-4. How must schools involve parents to improve Title I, Part A programs? 

Schools served under Title I, Part A must involve parents, in an
organized, ongoing, and timely way, in the planning, review, and
improvement of Title I, Part A programs, including---

-   The planning, review, and improvement of the school parental
    involvement policy; and

-   The joint development of any schoolwide program plan under section
    1114(b)(2). *\[Section 1118(c)(3), ESEA.\]*

If a school already has in place a process for involving parents in the
joint planning and design of the school's programs, the school may use
that process so long as it includes an adequate representation of
parents of children participating in Title I, Part A programs*.
\[Section 1118(c)(3), ESEA.\]*

### D-5. What meetings must schools hold to inform parents about Title I, Part A programs and parental involvement? 

Each school served under Title I, Part A must convene an annual meeting,
at a time convenient for parents to inform them of their school's
participation in Title I, Part A programs, and to explain the Title I,
Part A requirements and the right of parents to be involved in those
programs. In order to keep parents informed, schools must invite to this
meeting all parents of children participating in Title I, Part A
programs and encourage them to attend. Schools must offer a flexible
number of additional parental involvement meetings, such as in the
morning or evening so that as many parents as possible are able to
attend. *\[Section 1118(c)(1) and (2), ESEA.\]*

### D-6. What information and opportunities must schools provide parents of children participating in Title I, Part A programs? 

Schools served under Title I, Part A must provide to parents of
participating children, in a timely manner, information about the
programs funded by Title I, Part A. That information must include---

-   A description and explanation of the school's curriculum;

-   Information on the forms of academic assessment used to measure
    student progress; and

-   Information on the proficiency levels students are expected to meet.

Upon the request of parents, schools must provide---

-   Opportunities for regular meetings for parents to formulate
    suggestions and to participate, as appropriate, in decisions about
    the education of their children.

The school must respond to any such suggestions as soon as practicably
possible. *\[Section 1118(c)(4), ESEA.\]*

### D-7. Which parents are eligible to participate in parent involvement activities in a schoolwide program school?

The purpose of a schoolwide program is to improve academic achievement
throughout a high-poverty school (one in which at least 40% of the
students are from low-income families) so that *all* students, *but
particularly the lowest-achieving students*, demonstrate proficiency
related to the State's academic standards. *\[Section 200.25(a), Title I
Regulations.\]* In other words, a schoolwide program is an alternative
to a targeted assistance program under Title I to raise the achievement
of the lowest-achieving students.

Parent involvement is very important in a schoolwide program. In fact,
one of the components of a schoolwide program requires the school to
employ strategies to increase parental involvement. *\[Section
1114(b)(1)(F), ESEA.\]* Consistent with the purpose stated above, *all*
parents in a schoolwide program school are eligible to participate in
parent involvement activities. However, given that the focus of a
schoolwide program is to raise the achievement of the lowest-achieving
students, a schoolwide program school should ensure that its parent
involvement activities include the parents of the lowest-achieving
students in order that they may better assist in the education of their
child.

#### Shared Responsibility for High Student Academic Achievement 

### D-8. What is a \"school-parent\"compact? 

Each Title I, Part A school must jointly develop, with the parents of
children served under Title I, Part A, a school-parent compact as a
component of its written parental involvement policy. 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 the
activities that the parents, the entire school staff, and the students
will undertake to share the responsibility for improved student academic
achievement. In addition, the school-parent compact outlines the
activities that the parents, school staff, and students will undertake
to build and develop a partnership to help the children achieve to the
State's high academic standards. *\[Section 1118(d)\], ESEA.\]* \[See
Appendix E for a sample template of a school-parent compact.\]

### D-9. What must a "school-parent" compact include? 

The school-parent compact must describe---

1.  The school's responsibility to provide high-quality curriculum and
    instruction in a supportive and effective learning environment that
    enables children served under Title I, Part A to meet the State's
    student academic achievement standards;

2.  Ways in which parents will be responsible for supporting their
    children's learning (for example, monitoring attendance, homework
    completion, or 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); and

3.  The importance of communication between teachers and parents on an
    ongoing basis through, at a minimum---

-   Parent-teacher conferences in elementary schools, at least annually,
    during which the compact will be discussed as it relates to the
    individual child's achievement;

-   Frequent reports to parents on their child's progress; and

-   Reasonable access to staff, opportunities to volunteer and
    participate in their child's class, and observation of classroom
    activities. *\[Section 1118(d), ESEA.\]* \[See Appendix E for a
    sample template of a school-parent compact.\]

### D-10. What information must a school provide to parents about their child's level of achievement on the State academic assessment?

Each year a school that receives Title I, Part A funds must provide
parents with an individual student report informing them on their
child's level of achievement on the State's assessments in at least
reading/language arts, and math*. \[Section 1111(h)(6)(B)(i), ESEA.\]*
This report may be covered by the SEA reports on individual student
academic assessments described in B-6.

#### Schools in Improvement, Corrective Action, or Restructuring

### D-11. Must an LEA pay for or provide transportation to service providers?

No. An LEA may provide transportation to service providers, but is not
required to do so under the law. In addition, the costs of such
transportation may not be used to satisfy the 5 percent minimum
expenditure requirement for supplemental educational services. Also, the
costs of transportation may not be counted toward satisfying an LEA's
obligation to spend up to an amount equal to 20 percent of its Title I,
Part A allocation on choice-related transportation and supplemental
educational services. \[For more information see the Supplemental
Educational Services Non-Regulatory Guidance at:
<http://www.ed.gov/policy/elsec/guid/suppsvcsguid.pdf>.\]

## E. [LEA AND SCHOOL RESPONSIBILITIES TO BUILD PARENT CAPACITY]{.underline}

#### Basic Requirement

### E-1. How do LEAs and schools build parents' capacity for involvement? 

Each school and LEA receiving assistance under Title I, Part A must
ensure effective involvement of parents and support a partnership among
the school, the parents, and the community to improve student academic
achievement through training, information, and coordination activities.
*\[Section 1118(e), ESEA.\]*

#### Providing Assistance and Training

### E-2. On what topics must schools and LEAs provide parents with assistance and training? 

It is the responsibility of schools and LEAs to help parents understand
topics that will help them become equal partners with educators in
improving their children's academic achievement. Schools and LEAs must
help parents understand such things as---

-   The State's academic content standards and State student academic
    achievement standards;

-   State and local academic assessments, including alternative
    assessments;

-   The parental involvement requirements of section 1118; and

-   How to monitor their child's progress and work with educators to
    improve the achievement of their child. *\[Section 1118(e)(1),
    ESEA.\]*

### E-3. Does the LEA, with the assistance of its SEA, have a responsibility to upgrade the educational levels of parents of participating students, particularly those parents who do not possess a secondary school diploma?

SEAs must encourage an LEA and its schools receiving Title I, Part A
funds to offer family literacy services (using Title I, Part A funds) if
the LEA or school determines that a substantial number of Title I, Part
A students have parents who do not have a secondary school diploma or
its recognized equivalent or who have low levels of literacy. *\[Section
1111(c)(14), ESEA.\]*

Title I, Part A funds can be used to support the full range of family
literacy activities, including parenting education and educational
services for adults who need improved literacy skills in order to
support their children's learning, if the LEA has exhausted all other
reasonably available sources of funding for those activities. *\[Section
1118(e)(7), ESEA.\]*

### E-4. What assistance do schools and LEAs provide to help parents work with their children? 

Schools and LEAs must provide materials and training to help parents
work with their children to improve their children's achievement such as
literacy training for parents, if necessary, and using technology to
foster parental involvement. Other examples of activities that might be
provided include:

-   literacy programs that bond families around reading and using the
    public library;

-   providing information about the essential components of reading
    instruction to enable parents to support the instructional practices
    used by the teacher;

-   training parents in the use of the Internet to enable them to access
    their children's homework; communicate with teachers; and review
    information posted about schools in improvement, supplemental
    educational services, public school choice and other opportunities
    to promote student achievement. *\[Section 1118(e)(2), ESEA.\]*

### E-5. Is volunteering in a child's classroom an activity in which parents can engage to help share the responsibility for student learning? 

Yes. Volunteering and observing in their child's classroom is an
important activity for parents' shared responsibility for high student
academic achievement and is also one that helps both the school and
parents build and develop a partnership to help children achieve the
State's high standards. *\[Section 1118(d)(1), ESEA.\]*

### E-6. What school staff training must schools and LEAs provide related to parental involvement? 

Schools and LEAs must educate their staffs in how to work with parents
as equal partners. Specifically, with the assistance of parents, schools
and LEAs must educate teachers, pupil services personnel, principals,
and other staff in the value and utility of the contributions of
parents, and in how to reach out to, communicate with, and work with
parents, implement and coordinate parent programs, and build ties
between parents and the school. Schools and LEAs may involve parents in
developing this training, in order to improve its effectiveness.
*\[Section 1118(e)(3) and (6), ESEA.\]*

#### Activities to Strengthen Parental Involvement

### E-7. How can schools and LEAs maximize parental involvement and participation in school meetings, conferences, and activities? 

Schools may pay reasonable and necessary expenses associated with local
parental involvement activities, including transportation and childcare
costs, to enable parents to participate in school-related meetings and
training sessions. Schools and LEAs should also arrange school meetings
at a variety of times. In addition, for parents who are unable to attend
conferences at school, schools may arrange for and conduct in-home
conferences between teachers or other educators who work directly with
participating children and the children's parents. Schools also may
provide training to parents in how to enhance the involvement of other
parents. *\[Section 1118(e)(8), (9), and (10), ESEA.\]*

### E-8. May Title I, Part A funds be used to support parents' attendance at workshops and conferences?

The Department strongly encourages parents to attend local or regionally
based training opportunities, such as workshops or conferences, when
they are the same or similar as those being held out-of-State. Upon
return from any workshop or conference that is not available to all
other interested parents, attendees should provide information and, if
possible, training on the conference topics to other parents of children
enrolled in Title I, Part A programs. Title I, Part A funds may be used
for costs that are reasonable and necessary to support the attendance of
parents of participating children at these workshops and conferences to
enable them to participate more effectively in the local program or to
conduct home-based educational activities. Paying travel and other costs
associated with attendance at out-of-State conferences and workshops may
be allowable in some special cases.

### E-9. May a school or all schools within a district use their share(s) of the one percent reservation for parental involvement under section 1118(a)(3)(C) to support a district-level parent resource center or some other district-level activity for parents?

The law is clear that 95 percent of the one percent of Title I, Part A
allocation the LEA reserves for parental involvement under section 1118
must be distributed among the district's schools, and that the parents
of those schools must be involved both in deciding how those funds will
be allotted and, once allotted, how they will be spent. Parents of
children receiving Title I, Part A services and school officials may
decide at the school level to pool their individual resources to pay for
district-level parental involvement activities, such as a parent
resource center.

#### Coordination with Other Programs and Community Involvement

### E-10. How should schools and LEAs coordinate and conduct parental involvement activities?

To the extent feasible and appropriate, schools and LEAs must coordinate
and integrate parental involvement programs and activities with the
following programs:

-   Head Start

-   Reading First

-   Early Reading First

-   Even Start Family Literacy Programs

-   Home Instruction Programs for Preschool Youngsters

-   Parents as Teachers

-   Public preschools

-   Other relevant programs such as Title III language instructional
    programs. *\[Sections 1112(b) (1), and (E), 1118(a)(D), ESEA.\]*

In addition, to the extent feasible, schools and LEAs must conduct other
activities, such as forming parent resource centers, that encourage and
support parents in becoming more involved in their children's
education*. \[Section 1118(e)(4), ESEA.\]*

### E-11. How can schools and LEAs involve the community to help ensure the effective involvement of parents? 

The Department encourages schools and LEAs to develop appropriate roles
for community-based organizations, including faith-based organizations,
and businesses in parental involvement activities. These organizations
should form partnerships among the school involved, the parents, and the
community to improve student academic achievement. *\[Section
1118(e)(13), ESEA.\]*

# Appendix A: Definitions

ADEQUATE YEARLY PROGRESS

"Adequate yearly progress" (AYP) is defined by the State in a manner
that---

(1) Applies the same high standards of academic achievement to all
    public school students in the State;

(2) Is statistically valid and reliable;

(3) Results in continuous and substantial academic improvement for all
    students;

(4) Measures the progress of all public schools, LEAs, and the State
    based primarily on the State's academic assessment system under
    section 200.2;

(5) Measures progress separately for reading/ language arts and
    mathematics;

(6) Is the same for all public schools and LEAs in the State; and

(7) Consistent with section 200.7, applies the same annual measurable
    objectives under section 200.18 separately to each of the following:

    i.  All public school students.

    ii. Students in each of the following subgroups:

        A.  Economically disadvantaged students;

        B.  Students from major racial and ethnic groups;

        C.  Students with disabilities; and

        D.  Students with limited English proficiency, as defined in
            section 9101(25) of the ESEA. *\[Section 200.13(b) of the
            Title I Regulations.\]*

CORRECTIVE ACTION

"Corrective action" means action by an LEA that---

(1) Substantially and directly responds to---

    i.  The consistent academic failure of a school that led the LEA to
        identify the school for corrective action; and

    ii. Any underlying staffing, curriculum, or other problems in the
        school;

(2) Is designed to increase substantially the likelihood that each group
    of students described in section 200.13(b)(7) of the Title I
    regulations and enrolled in the school will meet or exceed the
    State's proficient levels of achievement as measured by the State
    assessment system; and

(3) Is consistent with State law. *\[Section 200.42(a), Title I
    Regulations.\]*

LANGUAGE INSTRUCTION EDUCATIONAL PROGRAM

The term "language instruction educational program" means an instruction
course---

(1) In which a limited English proficient child is placed for the
    purpose of developing and attaining English proficiency, while
    meeting challenging State academic content and student academic
    achievement standards, as required by section 1111(b)(1) of the
    ESEA; and

(2) That may make instructional use of both English and a child's native
    language to enable the child to develop and attain English
    proficiency, and may include the participation of English proficient
    children if such course is designed to enable all participating
    children to become proficient in English and a second language.
    *\[Section 3301(8), ESEA.\]*

LEA IN NEED OF IMPROVEMENT

An "LEA in need of improvement" is an LEA that, for two consecutive
years, did not make adequately yearly progress (AYP) as defined in the
State's plan under section 1111(b)(2) of the ESEA. *\[Section
1116(c)(3), ESEA.\]*

PARENT

The term "parent" includes a legal guardian or other person standing in
*loco parentis* (such as a grandparent or stepparent with whom the child
lives, or a person who is legally responsible for the child's welfare).
*\[Section 9101(31), ESEA.\]*

PARENTAL INVOLVEMENT

The term "parental involvement" means the participation of parents in
regular, two-way, 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

-   The carrying out of other activities, such as those described in
    section 1118 of the ESEA. *\[Section 9101(32), ESEA.\]*

PUBLIC SCHOOL CHOICE

In the case of a school identified for school improvement, the school
district will, not later than the first day of the school year following
identification, provide all students enrolled in the school with the
option to transfer to another public school served by the school
district, which may be a public charter school, that has not been
identified for school improvement, unless this option is prohibited by
State law. *\[Section 1116(b)(1)(E), ESEA.\]*

Priority must be given to the lowest-achieving children from low-income
families in providing students the option to transfer to another public
school. *\[Section 1116(b)(1)(E)(ii), ESEA.\]*

RESTRUCTURING

"Restructuring" means a major reorganization of a school's governance
arrangement by an LEA that---

(1) Makes fundamental reforms, such as significant changes in the
    school's staffing and governance, to improve student academic
    achievement in the school;

(2) Has substantial promise of enabling the school to make AYP as
    defined under Section 200.13 through 200.20 of the Title I
    Regulations; and

> \(3\) Is consistent with State law. *\[Section 200.43(a) of the Title
> I Regulations.\]*

SCIENTIFICALLY BASED RESEARCH (SBR)

The term "scientifically-based research"---

-   Means research that involves the application of rigorous,
    systematic, and objective procedures to obtain reliable and valid
    knowledge relevant to education activities and programs; and

-   Includes research that---

```{=html}
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```
-   Employs systematic, empirical methods that draw on observation or
    experiment;

-   Involves rigorous data analyses that are adequate to test the stated
    hypotheses and justify the general conclusions drawn;

-   Relies on measurements or observational methods that provide
    reliable and valid data across evaluators and observers, across
    multiple measurements and observations, and across studies by the
    same or different investigators;

-   Is evaluated using experimental or quasi-experimental designs in
    which individuals, entities, programs, or activities are assigned to
    different conditions and with appropriate controls to evaluate the
    effects of the condition of interest, with a preference for random-
    assignment, experiments, or other designs to the extent that those
    designs contain within-condition or across --condition controls;

-   Ensures that experimental studies are presented in sufficient detail
    and clarity to allow for replication, or, at a minimum, offer the
    opportunity to build systematically on their findings; and

-   Has been accepted by a peer-reviewed journal or approved by a panel
    of independent experts through a comparably rigorous, objective, and
    scientific review. *\[Section 9101(38), ESEA.\]*

SCHOOL IN NEED OF IMPROVEMENT

A "school in need of improvement" means an elementary school or
secondary school that has not made adequate yearly progress (AYP) for
two consecutive years.

SUPPLEMENTAL EDUCATIONAL SERVICES

The term "supplemental educational services" means tutoring and other
supplemental academic enrichment services that are---

-   In addition to instruction provided during the school day;

-   Specifically designed to---

    -   Increase the academic achievement of eligible students as
        measured by the State's assessment system; and

    -   Enable these children to attain proficiency in meeting State
        academic achievement standards; and

-   Of high quality and research-based. *\[Section 200.45(a) of the
    Title I Regulations.\]*

# Appendix B: Key Title I, Part A Parental Notice Requirements

+-----------------------------------+-----------+------+-------+------+
| **Key Title I, Part A**           | When      | By   |       |      |
|                                   |           | whom |       |      |
| **Parental Notice                 |           |      |       |      |
| Requirements\***                  |           |      |       |      |
+===================================+===========+======+=======+======+
|                                   |           | SEAs | LEAs  | Sch  |
|                                   |           |      |       | ools |
+-----------------------------------+-----------+------+-------+------+
| **Annual report cards** (SEAs and | Annually  |      |       |      |
| LEAs disseminate to parents,      |           |      |       |      |
| schools, and the public, an       |           |      |       |      |
| annual report card with aggregate |           |      |       |      |
| information, including student    |           |      |       |      |
| achievement (disaggregated by     |           |      |       |      |
| category), graduation rates,      |           |      |       |      |
| performance of LEAs, teacher      |           |      |       |      |
| qualifications, and other         |           |      |       |      |
| required information). *\[Section |           |      |       |      |
| 1111(h)(1) and (2), ESEA.\]*      |           |      |       |      |
| Guidance, B-5 (SEA) and C-7       |           |      |       |      |
| (LEA)*.*                          |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Individual student assessment   | As soon   |      |       |      |
| reports** (SEAs, in consultation  | as        |      |       |      |
| with LEAs, provide to parents,    | pr        |      |       |      |
| teachers, and principals of       | acticable |      |       |      |
| students in [all]{.underline}     | after the |      |       |      |
| schools individual student        | a         |      |       |      |
| interpretive, descriptive, and    | ssessment |      |       |      |
| diagnostic reports, which allow   | is given  |      |       |      |
| specific academic needs to be     |           |      |       |      |
| understood and addressed, and     |           |      |       |      |
| include information on the        |           |      |       |      |
| student's achievement on academic |           |      |       |      |
| assessments aligned with State    |           |      |       |      |
| academic achievement standards*). |           |      |       |      |
| \[Section 1111(b)(3)(C)(xii),     |           |      |       |      |
| ESEA.\]*                          |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Progress review** (SEAs         | Annually  |      |       |      |
| disseminate to parents, LEAs,     |           |      |       |      |
| teachers and other staff,         |           |      |       |      |
| students, and the community the   |           |      |       |      |
| results of the SEA's yearly       |           |      |       |      |
| progress review of each LEA       |           |      |       |      |
| (including progress in carrying   |           |      |       |      |
| out parental involvement          |           |      |       |      |
| responsibilities); LEAs           |           |      |       |      |
| disseminate to parents, teachers, |           |      |       |      |
| principals, schools, and the      |           |      |       |      |
| community the results of the      |           |      |       |      |
| LEA's yearly progress review of   |           |      |       |      |
| each school). *\[Section          |           |      |       |      |
| 1116(a)(1)(C), (c)(1)(B) and      |           |      |       |      |
| (c)(6), ESEA.\]* Guidance, B-7    |           |      |       |      |
| (SEA) and C-20 (LEA)              |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **LEAs identified for             | Promptly  |      |       |      |
| improvement** (SEAs notify        | upon      |      |       |      |
| parents of children enrolled in   | ident     |      |       |      |
| schools in the LEA that the LEA   | ification |      |       |      |
| has been identified for           |           |      |       |      |
| improvement and other             |           |      |       |      |
| information). *\[Section          |           |      |       |      |
| 1116(c)(1) and (6), ESEA.\]*      |           |      |       |      |
| Guidance, B-8*.*                  |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **LEAs identified for corrective  |           |      |       |      |
| action** (SEAs disseminate to     |           |      |       |      |
| parents and public information on |           |      |       |      |
| corrective actions taken by       |           |      |       |      |
| SEA*). \[Section 1116(c)(10)(E),  |           |      |       |      |
| ESEA.\]* Guidance, B-9.           |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Schools identified for school   | Promptly  |      |       |      |
| improvement, corrective action,   | following |      |       |      |
| or restructuring** (LEAs provide  | ident     |      |       |      |
| to parents of each student an     | ification |      |       |      |
| explanation of what the           |           |      |       |      |
| identification means, how the     |           |      |       |      |
| schools compare to others,        |           |      |       |      |
| reasons for the identification,   |           |      |       |      |
| the LEA's and school's response,  |           |      |       |      |
| how parents can become involved,  |           |      |       |      |
| any corrective action taken, the  |           |      |       |      |
| parental choice and supplemental  |           |      |       |      |
| services options as applicable,   |           |      |       |      |
| restructuring, and other          |           |      |       |      |
| information*). \[Section          |           |      |       |      |
| 1116(b)(6), 7(E), and 8(C), ESEA, |           |      |       |      |
| and 34 CFR 200.37(5).\]*          |           |      |       |      |
| Guidance, C-21, C-22, and C-23.   |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Schools identified for          | Annually  |      |       |      |
| corrective action -- supplemental | (at a     |      |       |      |
| services notice** (LEAs serving   | minimum)  |      |       |      |
| schools that fail to make         |           |      |       |      |
| adequate yearly progress (AYP) by |           |      |       |      |
| the end of the first full school  |           |      |       |      |
| year after being identified for   |           |      |       |      |
| improvement provide notice to     |           |      |       |      |
| parents of the availability of    |           |      |       |      |
| supplemental services, the        |           |      |       |      |
| identity of the providers, a      |           |      |       |      |
| description of the services, and  |           |      |       |      |
| other information*). \[Section    |           |      |       |      |
| 1116(e)(2), ESEA.\]*              |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Schools identified for          | Promptly  |      |       |      |
| restructuring** (LEAs serving     | after     |      |       |      |
| schools that fail to make AYP     | school    |      |       |      |
| after 1 full school year of       | misses    |      |       |      |
| corrective action provide prompt  | AYP       |      |       |      |
| notice to teachers and parents    | following |      |       |      |
| and provide opportunity to        | 1 full    |      |       |      |
| comment and participate in        | school    |      |       |      |
| preparing a restructuring plan).  | year of   |      |       |      |
| *\[Section 1116(b)(8)(C),         | being in  |      |       |      |
| ESEA.\]* Guidance, C-27.          | c         |      |       |      |
|                                   | orrective |      |       |      |
|                                   | action    |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Written parental involvement    | D         |      | (LEA  | (sc  |
| policies** (LEAs notify parents   | etermined |      | po    | hool |
| of Title I, Part A children of    | by LEA    |      | licy) | pol  |
| district-level written parental   |           |      |       | icy) |
| involvement policy; schools       |           |      |       |      |
| notify parents and community of   |           |      |       |      |
| school's written parental         |           |      |       |      |
| involvement policy). *\[Section   |           |      |       |      |
| 1118(a)(2) and (b)(1), ESEA.\]*   |           |      |       |      |
| Guidance, C-3 and C--4 (LEA), and |           |      |       |      |
| D-1 (school).                     |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Written SEA complaint           | D         |      |       |      |
| procedures** (LEAs disseminate    | etermined |      |       |      |
| free of charge to parents of      | by SEA    |      |       |      |
| students, and to appropriate      |           |      |       |      |
| private school officials or       |           |      |       |      |
| representatives, adequate         |           |      |       |      |
| information about the SEA's       |           |      |       |      |
| written complaint procedures for  |           |      |       |      |
| resolving issues of violation(s)  |           |      |       |      |
| of a Federal statute or           |           |      |       |      |
| regulation that applies to Title  |           |      |       |      |
| I, Part A programs*). \[34 CFR    |           |      |       |      |
| Section 200.11(d).\]*             |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Parents' right to know --       | Annually, |      |       |      |
| teacher and paraprofessional      | at        |      |       |      |
| qualifications** (LEAs inform     | beginning |      |       |      |
| parents of Title I, Part A        | of school |      |       |      |
| students that parents may         | year      |      |       |      |
| request, and the LEA then will    |           |      |       |      |
| provide, certain information on   |           |      |       |      |
| the professional qualifications   |           |      |       |      |
| of the student's classroom        |           |      |       |      |
| teachers and paraprofessionals    |           |      |       |      |
| providing services to the         |           |      |       |      |
| child*). \[Section 1111(h)(6)(A), |           |      |       |      |
| ESEA.\]* Guidance, C-6*.*         |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Parents' right to know --       | D         |      |       |      |
| student achievement** (schools    | etermined |      |       |      |
| provide to each individual parent | by LEA.   |      |       |      |
| information on the level of       |           |      |       |      |
| achievement of the parent's child |           |      |       |      |
| in each of the State academic     |           |      |       |      |
| assessments). *\[Section          |           |      |       |      |
| 1111(h)(6)(B)(i), ESEA.\]*        |           |      |       |      |
| Guidance, D-10. NOTE: This        |           |      |       |      |
| requirement may be covered by the |           |      |       |      |
| SEA's individual student          |           |      |       |      |
| assessment report indicated       |           |      |       |      |
| above.                            |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Parents' right to know -        | Timely    |      |       |      |
| non-highly qualified teachers**   |           |      |       |      |
| (schools provide to each          |           |      |       |      |
| individual parent timely notice   |           |      |       |      |
| that the parent's child has been  |           |      |       |      |
| assigned, or taught for 4 or more |           |      |       |      |
| consecutive weeks by, a teacher   |           |      |       |      |
| who is not highly qualified*).    |           |      |       |      |
| \[Section 1111(h)(6)(B)(ii),      |           |      |       |      |
| ESEA.\]* Guidance, D-3.           |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Title I, Part A meeting**       | Annual    |      |       |      |
| (schools invite parents to an     |           |      |       |      |
| informational meeting to inform   |           |      |       |      |
| them about the school's           |           |      |       |      |
| participation in Title I, Part A  |           |      |       |      |
| programs and explain the          |           |      |       |      |
| requirements and their right to   |           |      |       |      |
| be involved). *\[Section          |           |      |       |      |
| 1118(c)(1) and (2), ESEA.\]*      |           |      |       |      |
| Guidance, D-5.                    |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Title I, Part A information**   | Timely    |      |       |      |
| (schools provide to parents of    |           |      |       |      |
| participating children specific   |           |      |       |      |
| information about Title I, Part A |           |      |       |      |
| programs, and opportunity to      |           |      |       |      |
| request regular meetings).        |           |      |       |      |
| *\[Section 1118(c)(4), ESEA.\]*   |           |      |       |      |
| Guidance, D-6.                    |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Limited English proficient      | Regular   |      |       |      |
| students - general** (LEAs        |           |      |       |      |
| implement effective outreach to   | (         |      |       |      |
| inform parents of limited English | meetings) |      |       |      |
| proficient children of how those  |           |      |       |      |
| parents can be involved in their  |           |      |       |      |
| children's education and active   |           |      |       |      |
| participants in helping their     |           |      |       |      |
| children attain English           |           |      |       |      |
| proficiency, high achievement     |           |      |       |      |
| levels in core academic subjects, |           |      |       |      |
| and meet State standards,         |           |      |       |      |
| including notice of opportunities |           |      |       |      |
| for and holding regular           |           |      |       |      |
| meetings). *\[Section 1112(g)(4), |           |      |       |      |
| ESEA\]* Guidance, C-9.            |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| **Limited English proficient      | Annually, |      |       |      |
| students - language instruction   | not later |      |       |      |
| educational programs** (LEAs      | than 30   |      |       |      |
| inform parents of limited English | days      |      |       |      |
| proficient children identified    | after the |      |       |      |
| for participation or              | beginning |      |       |      |
| participating in a Title I, Part  | of school |      |       |      |
| A-funded language instruction     | year for  |      |       |      |
| educational program under Title   | children  |      |       |      |
| III of the ESEA, of: reasons for  | ID'd      |      |       |      |
| the identification, level of      | before    |      |       |      |
| English proficiency, methods of   | beginning |      |       |      |
| instruction, how the program will | of year;  |      |       |      |
| help the child, and other         | otherwise |      |       |      |
| information; LEAs inform parents  | within    |      |       |      |
| of a child with a disability how  | first 2   |      |       |      |
| the language instruction          | weeks of  |      |       |      |
| educational program meets the     | child     |      |       |      |
| objectives of the child's         | being     |      |       |      |
| individualized educational        | placed in |      |       |      |
| program (IEP*)). \[Section        | language  |      |       |      |
| 1112(g)(1)(A) and (3), ESEA.\]*   | in        |      |       |      |
| Guidance, C-9 and C-10.           | struction |      |       |      |
|                                   | program.  |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| Limited English proficient        | Not later |      | (or   |      |
| students - insufficient language  | than 30   |      | other |      |
| instruction educational programs  | days      |      | eli   |      |
| (eligible entity using Title I,   | after the |      | gible |      |
| Part A funds for a language       | failure   |      | en    |      |
| instruction educational program   | occurs    |      | tity) |      |
| under Title III of the ESEA       |           |      |       |      |
| provides separate notice to       |           |      |       |      |
| parents of a child identified for |           |      |       |      |
| participation in, or              |           |      |       |      |
| participating in, the program to  |           |      |       |      |
| inform them that the program has  |           |      |       |      |
| not made progress on the annual   |           |      |       |      |
| measurable achievement            |           |      |       |      |
| objectives). ***\[Section         |           |      |       |      |
| 1112(g)(1)(B), ESEA.\]***         |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+
| Students with the most            | D         |      |       |      |
| significant cognitive             | etermined |      |       |      |
| disabilities (a State that        | by SEA    |      |       |      |
| measures the achievement of       |           |      |       |      |
| students with the most            |           |      |       |      |
| significant cognitive             |           |      |       |      |
| disabilities based on alternate   |           |      |       |      |
| achievement standards must ensure |           |      |       |      |
| that parents are informed that    |           |      |       |      |
| their child's achievement will be |           |      |       |      |
| based on these alternate          |           |      |       |      |
| standards. The SEA must also      |           |      |       |      |
| ensure that parents are informed  |           |      |       |      |
| of the actual achievement levels  |           |      |       |      |
| of these students, particularly   |           |      |       |      |
| in the case of an LEA that        |           |      |       |      |
| exceeds the 1% cap on counting    |           |      |       |      |
| proficient scores for AYP**).     |           |      |       |      |
| *\[Section 1111(b)(3), ESEA, and  |           |      |       |      |
| 34 CFR Section                    |           |      |       |      |
| 200.6(a)(2)(iii)(A)(2),           |           |      |       |      |
| 200.13(c)(4)(v)\]***              |           |      |       |      |
+-----------------------------------+-----------+------+-------+------+

**\*This table includes [key]{.underline} Title I, Part A statutory and
regulatory requirements for notice or information given or disseminated
to parents of students participating in Title I, Part A programs. It is
not intended to be an exhaustive list, and does not include
consultation, collaboration, technical assistance, training, or other
types of requirements. Except where otherwise indicated, the terms
"LEAs" and "schools" refer to local educational agencies (LEAs) and
schools with programs funded under Title I, Part A of the Elementary and
Secondary Education Act (ESEA).**

#  

# Appendix C: Research Based Resources 

The following resources represent a sample of the research-based
resources available on parental involvement. This list is not
exhaustive. The U.S. Department of Education is providing the list of
resources below for the reader's convenience, and no official
endorsement by the U.S. Department of Education is intended or should be
inferred. The views expressed by the authors are their own, and do not
necessarily represent the policies of the Federal government or the U.S.
Department of Education.

\* Southwest Educational Development Laboratory. (2003) *Diversity and
School, Family, and Community Connections.* Austin, Texas.

This synthesis reviews research findings from 64 studies that address
some aspect of diversity as it relates to student achievement and
school, family, and community connections. It describes the procedures
used to select the studies and a brief overview of the broad concepts
related to diversity and family involvement that the studies address.
The author lists the studies and publication date, categorizing them
according to the research method used, populations addressed, and
educational level addressed. A brief description is provided of the
principal limitations of the studies. The primary audience is
practitioner leaders --- superintendents, principals, curriculum
supervisors, lead teachers, family involvement staff, community leaders,
and others who may be responsible for or interested in helping to shape
local policy or practice regarding school, family, and community
connections. The report is organized so that, depending on their needs
and interests, local leaders may quickly access practical information,
*or* may explore the topic in depth.

\*Henderson, Anne, T., and Mapp, Karen, L. (2002) *A New Wave Of
Evidence: The Impact Of School, Family And Community Connections On
Student Achievement.* Austin, Texas: National Center for Family and
Community Connections with Schools.

This review examines the growing evidence that family and community
connections with schools make a difference in student success. The
authors look at 51 recent studies - all but two published between 1995
and 2002, covering a range of perspectives and approaches. The studies,
some of which are based on scientific research, fall in three broad
categories: 1) studies on the impact of family and community involvement
on student achievement; 2) studies on effective strategies to connect
schools, families, and communities; and 3) studies on parent and
community organizing efforts to improve schools.

Mattingley, D.J, Prislin, R., McKenzie, T.L., Rodriquez, J.L., and
Kayzar, B. (2002) *Evaluating Evaluations: The Case Of Parental
involvement Programs.* Review of Educational Research, 72(4), 549-576.

The authors analyzed 41 studies that evaluated K-12 parental involvement
programs in order to assess claims that such programs are an effective
means of improving student learning. The authors found that the majority
of existing evidence regarding the links between parental involvement
and student achievement comes from correlation studies rather than
rigorous, systematic evaluations of the impact programs have on student
learning (p.550). Of the 41 studies, the authors found only four that
used the most rigorous research design. Two of these studies found
significantly improved performance on standardized achievement tests
among children whose parents participated in the intervention program;
two found no significant effects. All four of the studies addressed
minority and/or low-income populations. Each focused on training parents
or older siblings to help tutor students or to help with homework. The
two programs also extended the duration of parent training over a longer
period than the two showing no significant effect. The authors also
noted that the majority of intervention programs they reviewed focused
on changing parent behavior -- especially in the areas of parenting and
supporting home learning -- rather than on changing teacher practices or
school structures.

Program Evaluation

\*Starkey, P. and Klein, A. (2000) Fostering Parental Support For
Children's Mathematical Development: An Intervention With Head Start
Families. Early Education and Development, 11( 5), 659-680.

This article describes two experimental studies of a four-month program
that engaged about 30 families to develop math skills in Head Start
children, ages 4-5 years. Another 30 families were assigned to control
groups. At two sites in the San Francisco area, one serving African
American families and the other Latino families, staff gave classes for
mothers and children and loaned math activity kits for use at home. The
program supported math knowledge, not literacy. Control group families
did not attend classes or have access to the library. In both programs,
the researchers found that parents were willing and able to work with
their children on math when given training and materials. The children
in the program developed greater math knowledge and skills than the
control group children. The authors believe that the two key factors in
the programs' success were the work of parent liaisons and the provision
of math kits to families to use at home.

Family Involvement At Home To Support Student Achievement

Armbruster, B., Lehr, F., Osborn, J.B. (2003) *Proven Ideas from
Research for Parents: A Child Becomes A Reader (K-3). Second Edition.*
Portsmouth, New Hampshire: RMC Research Corporation.

This booklet contains a short summary of what scientific research says
about how children learn to read and write; things that parents and
other caregivers can do to enable a child to become a successful reader
and writer at three different grade levels; a list of helpful terms; and
ideas for books and organizations that may be of interest to parents and
other caregivers. The publication was funded through a grant from the
National Institute for Literacy, an independent federal organization
that supports the development of high-quality State, regional and
national literacy services.

The Partnership for Reading, U.S. Department of Education. (2001) Put
Reading First: Helping Your Child Learn to Read (A Parent Guide,
Preschool through Grade 3.

This brochure was published by the Partnership for Reading, a
collaborative effort of the National Institute for Literacy (NIFL), the
National Institute of Child Health and Human Department (NICHD), and the
U.S. Department of Education to make evidence-based reading research
available to educators, parents, policymakers and others with an
interest in helping all people learn to read well.

Family-School Connections To Support Student Achievement

Hiatt-Michael, D.B. (Ed). (2001) *Promising Practices for Family
Involvement in Schools.* Greenwich, Connecticut: Information Age
Publishing

This first volume in Family School Community Partnership provides
educators and practitioners with promising practices, theories, and
research that are designed to bring families and schools together. It
contains major frameworks for understanding family involvement and
government support of family involvement projects. The chapter authors
present a theoretical base for understanding school, family, and
community partnerships and research that supports promising practices.
The sponsor of this series is the Executive Board and membership of the
Family, School, Community Partnership Special Interest Group of the
American Educational Research Association.

\*Shaver, A.V., and Walls, R.T. (1998) *Effect Of Title I Parental
involvement On Student Reading And Mathematics Achievement*. Journal of
Research and Development in Education, 31(2), 90-97.

This quasi-experimental study examines the effects of parental
involvement on the reading and math achievement of 335 Title I students
in second through eighth grades, and their parents. The students who
participated in the study all were receiving remedial help in reading
and math. Information about their achievement levels was based on pre-
and post-tests on the Comprehensive Test of Basic Skills (CTBS/4) in
reading and math. The district developed a series of three-hour parent
workshops that involved information, training, and discussions. Each
Title I teacher was required to attend at least four of these sessions
during the school year to promote five types of involvement - 1)
parenting; 2) parent-teacher communication; 3) parental involvement at
school; 4) parental involvement at home; and 5) program decision-making.
The researchers found that students whose parents regularly attended
school-based parent workshops made greater gains in reading and math
than students with less-involved parents.

\*Voorhis, V. and Frances, L. (2001) *Interactive Science Homework: An
Experiment In Home And School Connections.* National Association of
Secondary School Principals, Bulletin, 85(627), 20-32.

This article describes the results of a study on involving families in
the homework of their children using Teachers Involve Parents in
Schoolwork (TIPS), an interactive homework process. This study compared
the effects of TIPS homework with homework that has the same content,
but is not interactive. Three sixth grade classes and two eighth grade
classes, totaling 253 students in all, participated for 18 weeks. The
participants received weekly homework assignments with learning goals.
Only families with TIPS homework were told about how students would
involve them in their work. TIPS students earned significantly higher
grades than students who did not use interactive homework.

\*Reynolds, A. J. (2001) *Success in Early Intervention: The Chicago
Child-Parent Centers*. Lincoln, Nebraska: University of Nebraska Press.

In this monograph, the author investigates the long-term effects of the
Child-Parent Center Program (CPC), a large-scale early childhood
intervention program for economically disadvantaged children. The
program operates about 24 centers through the Chicago public schools to
children ages 3 to 9 and their families. The central operating principle
of the program is that direct parental involvement is expected to
enhance parent-child interactions, parent and child attachment to
school, and social support among parents, and consequently to promote
children's school readiness and social adjustment. Programs for parents
include a parent resource room in each center and a parent resource
teacher who \[oversaw\] parent activities both within the center and
with the community. Among other topics, this study investigates family
outcomes of program participation as secondary to child outcomes.

Snow, C.E., Burns, S.M., & Griffin, P. (Eds.). (1998). *Preventing
Reading Difficulties in Young Children.* Washington, D.C.: National
Academy Press.

This book is a summary report developed from the findings of the
Committee on the Prevention of Reading Difficulties in Young Children.
It examines research findings to provide an "integrated picture of how
reading develops and how reading instruction should proceed (p.vi)." Of
particular note is chapter 5 as it includes a review of scientific
research on parental and family influences on children's development of
language and early reading skills. The text also includes a discussion
of the research on the importance of parents reading to their children
and presents research-based strategies for parents to use to gain
maximum benefit from parent-child book reading.

Reaching and Involving Diverse Parents

\*Chrispeel, J.H. and Rivero, E. (2001) Engaging Latino Families For
Student Success: How Parent Education Can Reshape Parent's Sense Of
Place In The Education Of Their Children. Peabody Journal of Education,
76(2), 119-169.

This study offers some areas for consideration by school staff wishing
to initiate parental involvement strategies to engage Latino families.
It also provides anecdotes that highlight some of the barriers to
parental involvement. The study examined the effect of a program
intervention called the Parent Institute for Quality Education (PIQE) on
198 immigrant parents' sense of place in their children's education. The
most prevalent changes for participants were the increased number of
literacy activities, such as reading more and going to the library more
frequently, and the discovery that they could initiate contact with the
school and not have to wait for the teacher to extend a hand. The
authors conclude that concepts about the parents' roles, based on
cultural traditions and prior experiences that limit the types and
levels of involvement can affect how parents interpret a school's
invitations and opportunities to participate. They also demonstrate,
however, that these roles are not fixed and may be altered by
information provided by a cultural-broker initiative such as the PIQE.

\*Desimone, L., Finn-Stevenson, M., and Henrich, C. (2000) Whole School
Reform In A Low-Income African American Community: The Effects Of The
CoZi Model On Teachers, Parents, And Students. Urban Education, 35(3),
269-323.

The purpose of this quasi-experimental evaluation is to measure the
effects of the CoZi model of school reform in a school serving primarily
African American, low-income students. The CoZi model seeks to address
the needs of preschool and kindergarten children and their families by
providing social services through the school and a system for
reorganizing school decision-making and service provision to develop a
cohesive community of parents, teachers, and students. There were
significantly higher parent and community participation rates in the
CoZi school than in a comparison school with similar staff and student
demographics. The CoZi school also reported more positive attitudes
toward parental involvement and more programs to bring parents into the
school. In addition, the CoZi school also had a significantly better
school climate, especially as reported by teachers. This evaluation
gives a comprehensive analysis of a specific school reform approach that
emphasizes parental involvement and the impact that it had on school
climate and culture, parent and teacher satisfaction, and student
achievement.

\*For more information and inquiries about these studies, contact the
National Center for Family & Community Connections with Schools,
Southwest Educational Development Laboratory; 211 East Seventh Street
(Second Floor); Austin, Texas 78701-3281; Phone: 800-476-6861; Fax:
(512) 476-2286; Web:
[www.sedl.org/connections/](http://www.sedl.org/connections/)

# Appendix D: District Wide Parental Involvement Policy

SAMPLE TEMPLATE\*

***[NOTE]{.underline}: In support of strengthening student academic
achievement, each local educational agency (LEA or school district) that
receives Title I, Part A funds must develop jointly with, agree on with,
and distribute to, parents of participating children a written parental
involvement policy that contains information required by section
1118(a)(2) of the Elementary and Secondary Education Act (ESEA)
(district wide parental involvement policy). The policy establishes the
LEA's expectations for parental involvement and describes how the LEA
will implement a number of specific parental involvement activities, and
is incorporated into the LEA's plan submitted to the State educational
agency (SEA).***

***School districts, in consultation with parents, may use the sample
template below as a framework for the information to be included in
their parental involvement policy. [School districts are not required to
follow this sample template or framework, but if they establish the
district's expectations for parental involvement and include all of the
components listed under "Description of How District Will Implement
Required District wide Parental Involvement Policy Components" below,
they will have incorporated the information that section 1118(a)(2)
requires be in the district wide parental involvement
policy.]{.underline} School districts, in consultation with parents, are
encouraged to include other relevant and agreed upon activities and
actions as well that will support effective parental involvement and
strengthen student academic achievement.***

\* \* \* \* \*

**[PART I.]{.underline} [GENERAL EXPECTATIONS]{.underline} [(Sample
Template)]{.underline}**

\[NOTE: Each district in its District-wide Parental Involvement Policy
must establish the district's expectations for parental involvement.
*\[Section 1118(a)(2), ESEA.\]* There is no required format for those
written expectations; however, this is a sample of what might be
included.\]

The [name of school district]{.underline} agrees to implement the
following statutory requirements:

-   The school district will put into operation programs, activities and
    procedures for the involvement of parents in all of its schools with
    Title I, Part A programs, consistent with section 1118 of the
    Elementary and Secondary Education Act (ESEA). Those programs,
    activities and procedures will be planned and operated with
    meaningful consultation with parents of participating children.

-   Consistent with section 1118, the school district will work with its
    schools to ensure that the required school-level parental
    involvement policies meet the requirements of section 1118(b) of the
    ESEA, and each include, as a component, a school-parent compact
    consistent with section 1118(d) of the ESEA.

-   The school district will incorporate this district wide parental
    involvement policy into its LEA plan developed under section 1112 of
    the ESEA.

-   In carrying out the Title I, Part A parental involvement
    requirements, to the extent practicable, the school district and its
    schools will provide full opportunities for the participation of
    parents with limited English proficiency, parents with disabilities,
    and parents of migratory children, including providing information
    and school reports required under section 1111 of the ESEA in an
    understandable and uniform format and, including alternative formats
    upon request, and, to the extent practicable, in a language parents
    understand.

-   If the LEA plan for Title I, Part A, developed under section 1112 of
    the ESEA, is not satisfactory to the parents of participating
    children, the school district will submit any parent comments with
    the plan when the school district submits the plan to the State
    Department of Education.

-   The school district will involve the parents of children served in
    Title I, Part A schools in decisions about how the 1 percent of
    Title I, Part A funds reserved for parental involvement is spent,
    and will ensure that not less than 95 percent of the one percent
    reserved goes directly to the schools.

-   The school district will be governed by the following statutory
    definition of parental involvement, and expects that its Title I
    schools will carry out programs, activities and procedures in
    accordance with this definition:

> *Parental involvement means the participation of parents in regular,
> two-way, and meaningful communication involving student academic
> learning and other school activities, including ensuring---*
>
> *(A) that parents play an integral role in assisting their child's
> learning;*
>
> *(B) that parents are encouraged to be actively involved in their
> child's education at school;*
>
> *(C) 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;*
>
> *(D) the carrying out of other activities, such as those described in
> section 1118 of the ESEA**.***

-   \[For States where a Parental Information and Resource Center is
    established\] The school district will inform parents and parental
    organizations of the purpose and existence of the Parental
    Information and Resource Center in the State.

PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED DISTRICT
WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS (Sample Template)

\[NOTE: The District wide Parental Involvement Policy must include a
description of how the district will implement or accomplish each of the
following components. *\[Section 1118(a)(2), ESEA.\]* This is a "sample
template" as there is no required format for these descriptions.
However, regardless of the format the district chooses to use, a
description of each of the following components below must be included
in order to satisfy statutory requirements.\]

# 

1\. The \_\_**[name of school district]{.underline}**\_\_\_\_\_\_\_\_
will take the following actions to involve parents in the joint
development of its district wide parental involvement plan under section
1112 of the ESEA:

> *(List actions.)*

2\. The \_\_**[name of school district]{.underline}**\_\_\_\_\_\_\_\_
will take the following actions to involve parents in the process of
school review and improvement under section 1116 of the ESEA:

> *(List actions.)*

3\. The [**name of school district**]{.underline} will provide the
following necessary coordination, technical assistance, and other
support to assist Title I, Part A schools in planning and implementing
effective parental involvement activities to improve student academic
achievement and school performance:

> *(List activities.)*

4\. The [**name of school district**]{.underline} will coordinate and
integrate parental involvement strategies in Part A with parental
involvement strategies under the following other programs: \[Insert
programs, such as: Head Start, Reading First, Early Reading First, Even
Start, Parents As Teachers, Home Instruction Program for Preschool
Youngsters, and State-operated preschool programs\], by:

> *(List activities.)*

5\. The [\_**name of school district**]{.underline}**\_** will take the
following actions to conduct, with the involvement of parents, an annual
evaluation of the content and effectiveness of this parental involvement
policy in improving the quality of its Title I, Part A schools. The
evaluation will include identifying barriers to greater participation by
parents in parental involvement activities (with particular attention to
parents who are economically disadvantaged, are disabled, have limited
English proficiency, have limited literacy, or are of any racial or
ethnic minority background). The school district will use the findings
of the evaluation about its parental involvement policy and activities
to design strategies for more effective parental involvement, and to
revise, if necessary (and with the involvement of parents) its parental
involvement policies.

> *(List actions, such as describing how the evaluation will be*
>
> *conducted, identifying who will be responsible for conducting it,
> and*
>
> *explaining what role parents will play)*

1.  The \_\_\_**[name of school
    district]{.underline}**\_\_\_\_\_\_\_\_\_\_\_ will build the
    schools' and parent's capacity for strong parental involvement, in
    order to ensure effective involvement of parents and to support a
    partnership among the school involved, parents, and the community to
    improve student academic achievement, through the following
    activities specifically described below:

> A. The school district will, with the assistance of its Title I, Part
> A schools, provide assistance to parents of children served by the
> school district or school, as appropriate, in understanding topics
> such as the following, by undertaking the actions described in this
> paragraph \--

-   the State's academic content standards,

-   the State's student academic achievement standards,

-   the State and local academic assessments including alternate
    assessments,

-   the requirements of Part A,

-   how to monitor their child's progress, and

-   how to work with educators:

> *(List activities, such as workshops, conferences, classes, both
> in-State and out-of-State, including any equipment or other materials
> that may be necessary to ensure success.)*
>
> B. The school district will, with the assistance of its schools,
> provide materials and training to help parents work with their
> children to improve their children's academic achievement, such as
> literacy training, and using technology, as appropriate, to foster
> parental involvement, by:
>
> *(List activities.)*
>
> C. The school district will, with the assistance of its schools and
> parents, educate its teachers, pupil services personnel, principals
> and other staff, in how to reach out to, communicate with, and work
> with parents as equal partners, in the value and utility of
> contributions of parents, and in how to implement and coordinate
> parent programs and build ties between parents and schools, by:
>
> *(List activities.)*
>
> D. The school district will, to the extent feasible and appropriate,
> coordinate and integrate parental involvement programs and activities
> with Head Start, Reading First, Early Reading First, Even Start, Home
> Instruction Programs for Preschool Youngsters, the Parents as Teachers
> Program, and public preschool and other programs, and conduct other
> activities, such as parent resource centers, that encourage and
> support parents in more fully participating in the education of their
> children, by:
>
> *(List activities.)*
>
> E. The school district will take the following actions to ensure that
> information related to the school and parent- programs, meetings, and
> other activities, is sent to the parents of participating children in
> an understandable and uniform format, including alternative formats
> upon request, and, to the extent practicable, in a language the
> parents can understand:
>
> *(List actions.)*

PART III. DISCRETIONARY DISTRICT WIDE PARENTAL INVOLVEMENT POLICY
COMPONENTS (Sample Template)

[NOTE]{.underline}: The District wide Parental Involvement Policy may
include additional paragraphs listing and describing other discretionary
activities that the school district, in consultation with its parents,
chooses to undertake to build parents' capacity for involvement in the
school and school system to support their children's academic
achievement, such as the following discretionary activities listed under
section 1118(e) of the ESEA:

-   involving parents in the development of training for teachers,
    principals, and other educators to improve the effectiveness of that
    training;

-   providing necessary literacy training for parents from Title I, Part
    A funds, if the school district has exhausted all other reasonably
    available sources of funding for that training;

-   paying reasonable and necessary expenses associated with parental
    involvement activities, including transportation and child care
    costs, to enable parents to participate in school-related meetings
    and training sessions;

-   training parents to enhance the involvement of other parents;

-   in order to maximize parental involvement and participation in their
    children's education, arranging school meetings at a variety of
    times, or conducting in-home conferences between teachers or other
    educators, who work directly with participating children, with
    parents who are unable to attend those conferences at school;

-   adopting and implementing model approaches to improving parental
    involvement;

-   establishing a district wide parent advisory council to provide
    advice on all matters related to parental involvement in Title I,
    Part A programs;

-   developing appropriate roles for community-based organizations and
    businesses, including faith-based organizations, in parental
    involvement activities; and

-   providing other reasonable support for parental involvement
    activities under section 1118 as parents may request.\]

\* \* \* \* \*

[PART IV.]{.underline} [ADOPTION]{.underline} ([Sample
Template]{.underline})

This District wide Parental Involvement Policy has been developed
jointly with, and agreed on with, parents of children participating in
Title I, Part A programs, as evidenced by
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

This policy was adopted by the [\_**\_name of school district
\_\_**]{.underline} on \_**[\_mm/dd/yy\_\_]{.underline}**\_\_\_\_ and
will be in effect for the period of \_\_\_\_\_\_\_. The school district
will distribute this policy to all parents of participating Title I,
Part A children on or before \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

\_\_*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*

*(Signature of Authorized Official)*

*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*

*(Date)*

\*This sample template of a District Wide Parental Involvement Policy is
not an official U.S. Department of Education document. It is provided
only as an example.

# 

# Appendix E: School-Parent Compact

SAMPLE TEMPLATE\*

***[NOTE]{.underline}: Each school receiving funds under Title I, Part A
of the Elementary and Secondary Education Act (ESEA) must develop a
written school-parent compact jointly with parents for all children
participating in Title I, Part A activities, services, and programs.
That compact is part of the school's written parental involvement policy
developed by the school and parents under section 1118(b) of the ESEA.
The compact must outline 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.***

***Schools and parents may use the sample template below as a framework
for the information to be included in their school-parent compact.
[Schools and parents are not required to follow this sample template or
framework, but if they include all of the bolded items listed under
"Required School-Parent Compact Provisions" below, they will have
incorporated all of the information required by section 1118(d) to be in
the school-parent compact.]{.underline} Schools and parents, in
consultation with students, are encouraged to include other relevant and
agreed upon activities and actions as well that will support effective
parental involvement and strengthen student academic achievement.***

\* \* \* \* \*

SCHOOL-PARENT COMPACT

*The [name of school ,]{.underline} and the parents of the students
participating in activities, services, and programs funded by Title I,
Part A of the Elementary and Secondary Education Act (ESEA)
(participating children), agree that this compact outlines how the
parents, the entire school staff, and the 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
that will help children achieve the State's high standards.*

*This school-parent compact is in effect during school year .*

REQUIRED SCHOOL-PARENT COMPACT PROVISIONS

**(provisions bolded in this section are required to**

**be in the Title I, Part A school-parent compact)**

School Responsibilities

**The [name of school]{.underline} will**:

1.  **Provide high-quality curriculum and instruction in a supportive
    and effective learning environment that enables the participating
    children to meet the State's student academic achievement standards
    as follows:**

> ***\[Describe how the school will provide high-quality curriculum and
> instruction, and do so in a supportive and effective learning
> environment.\]***

2.  **Hold parent-teacher conferences (at least annually in elementary
    schools) during which this compact will be discussed as it relates
    to the individual child's achievement.** Specifically, those
    conferences will be held:

> *\[Describe when the parent-teacher conferences will be held.\]*

3.  **Provide parents with frequent reports on their children's
    progress.** Specifically, the school will provide reports as
    follows:

> *\[Describe when and how the school will provide reports to
> parents.\]*

4.  **Provide parents reasonable access to staff.** Specifically, staff
    will be available for consultation with parents as follows:

> *\[Describe when, where, and how staff will be available for
> consultation with parents.\]*

5.  **Provide parents opportunities to volunteer and participate in
    their child's class, and to observe classroom activities**, as
    follows:

> *\[Describe when and how parents may volunteer, participate, and
> observe classroom activities.\]*

Parent Responsibilities

**We, as parents, will support our children's learning in the following
ways:**

**\[Describe the ways in which parents will support their children's
learning, such as:**

-   *Monitoring attendance.*

-   *Making sure that homework is completed.*

-   *Monitoring amount of television their children watch*.

-   *Volunteering in my child's classroom*.

-   *Participating, as appropriate, in decisions relating to my
    children's education.*

-   *Promoting positive use of my child's extracurricular time.*

-   *Staying informed about my child's education and communicating with
    the school by promptly reading all notices from the school or the
    school district either received by my child or by mail and
    responding, as appropriate.*

-   *Serving, to the extent possible, on policy advisory groups, such as
    being the Title I, Part A parent representative on the school's
    School Improvement Team, the Title I Policy Advisory Committee, the
    District wide Policy Advisory Council, the State's Committee of
    Practitioners, the School Support Team or other school advisory or
    policy groups.*

OPTIONAL ADDITIONAL PROVISIONS

*Student Responsibilities (revise as appropriate to grade level)*

We, as students, will share the responsibility to improve our academic
achievement and achieve the State's high standards. Specifically, we
will:

\[Describe the ways in which students will support their academic
achievement, such as:

-   *Do my homework every day and ask for help when I need to.*

-   *Read at least 30 minutes every day outside of school time.*

```{=html}
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-   *Give to my parents or the adult who is responsible for my welfare
    all notices and information received by me from my school every
    day.\]*

Additional Required School Responsibilities (requirements that schools
must follow, but optional as to being included in the school-parent
compact)

The [name of school]{.underline} will:

1.  Involve parents in the planning, review, and improvement of the
    school's parental involvement policy, in an organized, ongoing, and
    timely way.

2.  Involve parents in the joint development of any schoolwide program
    plan, in an organized, ongoing, and timely way.

3.  Hold an annual meeting to inform parents of the school's
    participation in Title I, Part A programs, and to explain the Title
    I, Part A requirements, and the right of parents to be involved in
    Title I, Part A programs. The school will convene the meeting at a
    convenient time to parents, and will offer a flexible number of
    additional parental involvement meetings, such as in the morning or
    evening, so that as many parents as possible are able to attend. The
    school will invite to this meeting all parents of children
    participating in Title I, Part A programs (participating students),
    and will encourage them to attend.

4.  Provide information to parents of participating students in an
    understandable and uniform format, including alternative formats
    upon the request of parents with disabilities, and, to the extent
    practicable, in a language that parents can understand.

5.  Provide to parents of participating children information in a timely
    manner about Title I, Part A programs that includes a description
    and explanation of the school's curriculum, the forms of academic
    assessment used to measure children's progress, and the proficiency
    levels students are expected to meet.

6.  On the request of parents, provide opportunities for regular
    meetings for parents to formulate suggestions, and to participate,
    as appropriate, in decisions about the education of their children.
    The school will respond to any such suggestions as soon as
    practicably possible.

7.  Provide to each parent an individual student report about the
    performance of their child on the State assessment in at least math,
    language arts and reading.

8.  Provide each parent timely notice when their child has been assigned
    or has

> been taught for four (4) or more consecutive weeks by a teacher who is
> not highly qualified within the meaning of the term in section 200.56
> of the Title I Final Regulations (67 Fed. Reg. 71710, December 2,
> 2002).

Optional School Responsibilities

To help build and develop a partnership with parents to help their
children achieve

the State's high academic standards, the [name of school]{.underline}
will:

1.  Recommend to the local educational agency (LEA), the names of
    parents of participating children of Title I, Part A programs who
    are interested in serving on the State's Committee of Practitioners
    and School Support Teams.

2.  Notify parents of the school's participation in Early Reading First,
    Reading First and Even Start Family Literacy Programs operating
    within the school, the district and the contact information.

3.  Work with the LEA in addressing problems, if any, in implementing
    parental involvement activities in section 1118 of Title I, Part A.

4.  Work with the LEA to ensure that a copy of the SEA's written
    complaint procedures for resolving any issue of violation(s) of a
    Federal statute or regulation of Title I, Part A programs is
    provided to parents of students and to appropriate private school
    officials or representatives.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

School Parent(s) Student

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date Date Date

*(**[PLEASE NOTE THAT SIGNATURES ARE NOT REQUIRED)]{.underline}***

\***This sample template of a School-Parent Compact is not an official
U.S. Department of Education document. It is provided only as an
example.**

#  

[^1]: [Testing for Results; Helping Families, Schools and Communities
    Understand and Improve Student Achievement, US Department of
    Education, 2002]{.underline}

[^2]: Rod Paige, USA TODAY, April 8, 2002, Page A-13

[^3]: Lewis, Anne C.; Henderson, Anne T., [Urgent Message: Families
    Crucial to School Reform, 1998]{.underline}

[^4]: Henderson, Anne. T. and Mapp, Karen L., A New Wave of Evidence:
    The Impact of School, Family, and Community Connections on Student
    Achievement, 2002, p.7

[^5]: Ibid.