1. Student Enrollment by Gender Year Total Enrollment # Male % Male # Female % Female 2. Student Enrollment by Ethnicity Year Total Enrollment % Black % American Indian % Hispanic % Asian/ Pacific Islander % White % Other 3. Students Eligible for Free and Reduced Lunch Program Year Number Percent of Population 4. Students Participating in Title I Programs Year Program Enrollment Percent of Population 5. Student Attendance Year Average Daily Attendance Percent of Student Population # Male % Male # Female % Female 6. Student Tardy Rate Year Average Daily Tardies Percent of Student Population # Male % Male # Female % Female
6. Student Tardy Rate Year Average Daily Attendance Percent of Student Population # Male % Male # Female % Female 7. Student Mobility Rate Year Full Academic Year (FAY) Non Full Academic Year (NFAY) # Students % Student Population # Students % Student Population 8. Student Truancy Rate Year Average Daily Truancy Percent of Student Population 9. Students Identified as English Language Learners (ELL) Year Program Enrollment Percent of Student Population 10. Student Behavior Year Average Daily Referrals Average Daily In-School Suspensions Average Daily Out-of-School Suspensions 11. Highly Qualified Teachers (HQT) and Paraprofessionals Number of Certified Teachers Number of HQT Number of Non HQT Number of Paraprofessionals Number of HQT Paraprofessionals Number of Non HQT Paraprofessionals
(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. The school 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 THE SCHOOL WILL IMPLEMENT REQUIRED PARENTAL INVOLVEMENT POLICY COMPONENTS (The School Site Parental Involvement Policy must include a description of how the school 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 school chooses to use, a description of each of the following components below must be included in order to satisfy statutory requirements.) The name of school will build parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the parents and the community to improve student academic achievement, through the following activities specifically described below: A. The school will, with the assistance of the district, provide assistance to parents of children served by the 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 Title I, 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 will, with the assistance of the district, 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 will, with the assistance of the district 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: LEVEL
TITLE I SCHOOL-PARENT COMPACT Section 1118(d)(1)(2)(A)(B)(C) Any school receiving Title I funds must have a School-Parent compact. Section 1118(d) A compact is a voluntary agreement between groups of people and is a component of the school-level parent involvement policy. It outlines how parents, school staff, and students will share the responsibility for improved student academic achievement. The school’s responsibility is to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables students to meet Oklahoma’s student academic standards. The parent’s responsibility is to support their child’s learning, such as monitoring attendance, completion of homework, and monitoring television, and other outside activities. Parents should also be encouraged to volunteer in their child’s classroom and assist in making decisions relating to the education of their children. Section 1118(d)(1) School responsibilities: Section 1118(d)(1) Provide high-quality curriculum and instruction; Provide a supportive and effective learning environment; and Enable children to meet with state’s standards. Parent’s responsibilities: Section 1118(d)(1) Monitor attendance, homework completion, television watching, and other outside activities; Volunteer in their child’s classroom; and Assist with decisions relating to the education of their children. The law also stresses that the compact should address the importance of communication between teachers and parents on an ongoing basis. Section 1118(d)(2) Communication: Section 1118(d)(2)(A)(B)(C) Conduct parent-teacher conferences in elementary schools, at least annually, during which the compact should be discussed as the compact relates to the child’s achievement; Provide frequent progress reports to parents on their children’s progress; and Provide reasonable access to staff, and opportunities to volunteer and observe in the classroom. ELEMENTARY SCHOOL-PARENT COMPACT It is important that families and schools work together to help students achieve high academic standards. Through a process that included teachers, families, students, and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out and to support student success in school and in life. As a STAFF MEMBER, I will provide your child with every opportunity to learn and grow by: Maintaining a quiet and organized workplace; Having a high expectation of myself and my students;
RECRUITER CONTACT LOG Oklahoma Migrant Program Project/District: _____________________________ Recruiter Contact Log Recruiter Signature: _________________________ DATE / TIME CONTACT PERSON / AGENCY CONTACTED PURPOSE NARRATIVE / COMMENT From:_________ To:___________ Face to Face School Home Agency Phone Other:____________ COE Completion Home School Liaison Social Service Referral/Assistance Active ID&R Other:_________________ From:_________ To:___________ Face to Face School Home Agency Phone Other:____________ COE Completion Home School Liaison Social Service Referral/Assistance Active ID&R Other:_________________ From:_________ To:___________ Face to Face School Home Agency Phone Other:____________ COE Completion Home School Liaison Social Service Referral/Assistance Active ID&R Other:_________________ PRIORITY FOR SERVICES FORM Oklahoma Migrant Education Program (MEP) Student Selection and Priority for Services (PFS)