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    A Toolkit for Title I Parental Involvement Section 2 Page 1

    Tool 2.1: A Comparison of No Child Left Behind (NCLB) and

    Public Law 0101 (P.L.0101) Parental

    Involvement Requirements Click here to link

    Description to a text version

    of the tool. This tool allows users to quickly compare state and federal statutes as well as communicate some of the key provisions of Title I, Part A.

    Distribution

    This tool can be distributed in print or electronically. Suggestions for Use

    This sample provides an example of a way to communicate the alignment of key provisions between state and federal law. Developers may also choose to add additional columns such as resources, contacts, descriptions of actions specific to the state, or other useful information. SEA staff can distribute this type of document on their Web sites to provide information to the general public.

    A school’s parent liaison can use it to help explain both state and federal requirements.

    LEA staff can include review of this tool as part of their inservice

    training before school starts to raise staff awareness of their role in supporting parental involvement provisions.

    NCLB and PL 0101 In Brief

     NCLB refers to the No Child Left Behind federal law that Improving affects all public schools, and in some case private

     Schools schools, in the United States.

    in Our P.L. 0101 is the state’s education law that requires all Stateschools to teach specific skills at each grade level. Terms AYP refers to Adequate Yearly Progress, the established You Need annual baseline for schools. The baseline is raised each to year. Know: .

    Academic Goals (Standards)

    All schools must maintain a The state department of education list of the academic goals develops and publicly shares

    for each grade level. education goals at every grade level

    (K12) in consultation with a

    Committee of Practitioners for

    reading, writing, math, science, and

    social studies. The Committee of

    Practitioners must include school

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 2

    leaders and teachers and may include

    community leaders, higher education

    representatives, and parents.

    Teacher Qualifications

     Each year local districts The state department requires that must offer to provide all core teachers meet the standard information to parents for highly qualified teachers.

    about the qualifications of The state department must work with the teachers and higher education and other teacher paraprofessionals who teach preparation agencies to ensure that their child. course work and practicums as If a child is taught for required are available across the more than 4 weeks by a state.

    teacher who does not meet The state department of education the standard for a highly also administers tests for all qualified teacher, parents teaching and administrative must be informed. professionals to ensure that they

    are highly qualified.

     The state provides a test for

    paraprofessionals who do not have

    at least two years of college in

    order to ensure they are highly

    qualified.

     The state department of education,

    local districts, and schools must

    provide information to parents on

    the process for determining if

    teachers and paraprofessionals are

    highly qualified.

     The local school district is

    required to inform parents by mail

    if a child is taught by an

    unqualified professional for more

    than 4 weeks.

    Student Assessment (Testing)

    Every school must Each year the state department of

    education administers tests to provide tests on a yearly

    determine proficiency in meeting basis to check for student

    the state curriculum standards for knowledge and educational

    grades 310 in math, language arts/ progress in order to

    reading, and science. determine proficiency in

    meeting state curriculum Each test must be aligned to standards; curriculum standards created for

    each content area. administer the math and

    language arts/reading Each school is issued a ―report

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 3 assessments in all grades card‖ to provide information on how 38 and at least once in well the school is meeting the grades 1012 and science requirements of NCLB.

    achievement tests at least The state department of education, once in grades 35, 69, local districts, and schools must and 1012; and provide an explanation of this provide and publish process to parents.

    performance results for the

    state department of

    education, local districts,

    and schools and provide

    results in categories

    (disaggregated) by economic

    background, race and

    ethnicity, English

    proficiency, and

    disability. Ninetyfive

    percent of all students in

    each category must

    participate in the

    statewide testing program.

    Limited English Proficiency

    Each local district must Each local district must provide

    information about its LEP program assess the English

    and parents rights in regard to LEP proficiency of all students

    services. with limited English

    proficiency (LEP), Local districts must assess

    potential LEP students during the assess LEP students’

    first two weeks of school. Local progress in ways that

    districts must use a researchbased fairly and accurately

    instrument to test LEP students. determine their knowledge.

    Results from the test LEP students must take the

    administration must be shared with language arts portion of

    parents of the child by phone the annual test in the

    conference, mail, or teacherEnglish language if they

    studentparent meeting. have attended school in the

    United States for at least First year LEP students may three consecutive years, participate in either the English/ and language arts assessment or LEP

    English proficiency assessment. provide information to

    parents about the programs After three years of attending that are available as well school in the United States, all as their right to refuse LEP students must take the English services. version of the language arts

    portion of the test.

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 4 Accountability

     Student progress must be The state department of education tracked by subject area and provides a report for the state as demographics a whole and each local district and (race/ethnicity, economic school in the state, as well as background, level of individual reports for students, English proficiency and that reflect student progress by disabilities). subject area and demographics.

    State department of education, LEA, Adequate Yearly Progress

    and school reports must be shared (AYP) applies to all public

    through the department of education schools, not just Title I,

    Web site. Part A schools. The

    standard to meet AYP The state’s continuous improvement increases each year to cycle requires that all students ensure that all students demonstrate proficiency by the are proficient by the 201320132014 school year.

    2014 school year. All schools in the state must Title I, Part A schools develop improvement plans and that do not make AYP for designate a committee for each two consecutive years will school improvement category. Each be required to create an committee must develop a plan with improvement plan. School specific goals for its specified improvement plans consider category. Examples of school the current state of the categories are attendance, school, where it needs to instruction, evaluation, and school be, and steps it will take climate. The committee must include to get there. School school leaders as well as community Improvement plans must leaders or parents.

    address achievement

    problem(s) that caused the

    school to be identified for

    School Improvement. Parents

    must be included in the

    planning process.

    Free Tutoring and School Choice Options

    Title I, Part A schools in Each local district must ensure the second year of their that parents receive the improvement plan must appropriate information regarding provide School Choice, if School Choice and SES.

    the school continues to not The state department of education meet AYP in the third year must provide a list of qualified of School Improvement, the SES providers to local districts, school must provide schools, and parents.

    Supplemental Educational The state department of education Services (SES), free must provide evaluative information

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 5 tutoring. SES must be on the effectiveness of each offered to the lowest approved SES agencies to the achievers and economically public.

    disadvantaged students

    first.

    Family Involvement in Education

    School districts and schools Local districts and schools must that receive Title I, Part A develop programs that foster funds must implement parental involvement.

    parental involvement Local districts and schools must efforts. Activities, develop these programs in programs, and procedures consultation with parents.

    must be planned with the

    ―meaningful consultation‖ of

    parents.

    SEDL | National Center for Family and Community Connections with Schools

A Toolkit for Title I Parental Involvement Section 2 Page 6

    Tool 2.2: A Parental Involvement Checklist for District

    and School Administrators Click here to link

    to a text version Description of the tool. There are many requirements related to parental involvement across the Title I, Part A programs. This tool gives users an idea of the scope of the parental involvement provisions.

    This tool is intended to be a quick reference guide to providing information regarding when and how to apply the requirements as well as the types of documentation the SEA will need for Title I, Part A monitoring. In the chart that follows, each requirement is detailed with a reference to public law, the specific title program, who is responsible for fulfilling the requirement, and when it should be completed.

    Distribution

    This tool can be distributed through school improvement conferences or meetings as well as through the Internet.

    Suggestions for Use

    LEA and school staff can use this tool to selfmonitor compliance with the

    provisions.

    SEA staff can suggest that LEAs and schools use it to check off items as completed.

    LEA and school staff can use color-coding to highlight responsibilities or types of action to help staff understand their role in parental notification. Staff could also use this chart to help them determine the types of documentation they need for monitoring (i.e., copies of letters, brochures, meeting notes, or other documents).

    Notification and Consultation Actions and Documentation

    Notification

    The Title I, Part A provisions related to notification are intended to assist parents in making decisions on what is best for their child. The following chart provides the types of actions, timing,

    and information LEAs and schools are to take to fulfill the parental notification requirements.

    Topic Form By Whom/When

    Communicate in uniform language LEA/ School: All

    and format as well as in a notifications or @ | | ; | language parents understand, correspondence | | | whenever practicable throughout the year | | ; | All Programs: [Section 1111(b)(3)(C)(xii); 1111(h)(6)(C); 1118(e)(5);

    3302(c), NCLB]

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 7 KEY: @ = email/print or efile documentation | = student handbook/print or efile documentation | ; = telephone/ documentation in a log | = Webbased dissemination/efile documentation | = letter/print documentation | = newspaper/print or efile documentation | = meeting with parents/documentation by signin sheets, agendas, minutes, or products | ; = newsletters or correspondence sent home with students/print or efile documentation | = parent Rconference/notes, correspondence, or log | = required form

    Notification

    The Title I, Part A provisions related to notification are intended

    to assist parents in making decisions on what is best for their child. The following chart provides the types of actions, timing,

    and information LEAs are to take to fulfill the parental notification requirements.

    Topic Form By Whom/When

    Notify parents of their right to LEA: Annually, beginning know the qualifications of of school year | | |

    teachers and paraprofessionals ;

    Title I, Part A: [Section 1111(h)(6)(A)(iiv), NCLB]

    Notify parents of their right to School: Soon after four know if their child’s teacher is weeks of the student

    not highly qualified being taught by non

    highly qualified teacher Title I, Part A: [Section 1111(h)(6)(B)(ii), NCLB]

    have passed

    Provide a progress review of the LEA: Annually, beginning school’s efforts to meet Adequate of school year | | Yearly Progress (AYP)

    Title I, Part A: [Section 1116(a)(1)(C), NCLB]

    Provide annual report cards LEA: Annually

    containing information on

    assessment, accountability, and | |

    teacher quality

    Title I, Part A: [Section 1111(h)(2)(A)(i), NCLB]

    Provide parents with information School: As soon as on their child’s academic progress practicable | ; Title I, Part A: [Section 1111(h)(6)(B)(i), NCLB; Section 1118(d)(2)(B), NCLB]

    Provide frequent reports on LEA: Frequently during student progress school year ; | | ;

    Title I, Part A: [Section 1118(d)(2)(B), NCLB]

    Distribute written parental LEA/School: Annually @ | | | involvement policies

     | | Title I, Part A: [Section 1118(a)(2) and (b)(1), NCLB]

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 8 Distribute SchoolParent Compact School: Annually,

    @ | | | beginning of the school Title I, Part A: [Section 1118(d), NCLB] | | year

    Distribute the schoolwide plan for School: Annually Title I campus | |

    Title I, Part A: [Section 1114(b)(2)(B)(iv), NCLB]

    KEY: @ = email/print or efile documentation | = student handbook/print or efile documentation | ; = telephone/ documentation in a log | = Webbased dissemination/efile documentation | = letter/print documentation | = newspaper/print or efile documentation | = meeting with parents/documentation by signin sheets, agendas, minutes, or products | ; = newsletters or correspondence sent home with students/print or efile documentation | = parent Rconference/notes, correspondence, or log | = required form

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 9

    Notification Continued

    Topic Form By Whom/When

    Provide information to parents of School: When a student | | | ; | homeless students on their rights registers Title I, Part A: [Section 722(g)(6)(A)(iv, vii), NCLB]

    Provide parents with information LEA: By the uniform about schools identified for start date

    School Improvement, Corrective

    Action, or Restructuring,

    Rincluding information on parent

    options and descriptions of the

    steps taken to address poor

    performance

    Title I, Part A: [Section 1116(b)(6)(AF), (7)(E)(iiii), and (8)(C)(iii), NCLB]

    Provide information about the LEA: By the uniform parents’ rights to access start date

    RSupplemental Educational Services

    (SES)

    Title I, Part A: [Section 1116(e)(2)(A)(iiii) and (B), NCLB]

    Provide information to the parents LEA: In regard to of students who have Limited placement, not later English Proficient Students (LEP) than 30 days after about available programs, parent beginning of school options, and program effectiveness year or within first

    two weeks of the Title I, Part A: [Section 1112(g)(1)(A)(iviii), 1112(g)(1)(B), 1112(g)(3), and

    student being placed in 1112(g)(4),] and Title IIIA, NCLB: [3302(a)(18), 3302(b), 3302(e)(1)(A),

    language instruction and 3302(B)(iiii)]

    program when the

    student was not | ; | |

    identified prior to | | ;

    beginning of school |

    year

    In regard to program

    effectiveness, within

    30 days after failure

    occurs

    In regard to other

    information, regular

    meetings throughout the

    school year

    Provide information about Safe and LEA: In regard to

    @ |; | | Drug Free School and Community status, annually

     | | (SDFSC) status for schools In regard to

    | ; (including Persistently Dangerous Persistently Dangerous,

    SEDL | National Center for Family and Community Connections with Schools

    A Toolkit for Title I Parental Involvement Section 2 Page 10 Schools), programs and activities at least 14 days prior supporting SDFSC, and instances of to the beginning of the violent crime in the school school year and at the

    time of enrollment for Title IV, Part A: [Section 4115(b)(1)(D)(i), 4114(d)(2)(C), 4115(b)(2)(D),

    new students 4116(b)] and Title IXA, NCLB: [Section 9532(a)]

    In regard to programs

    and activities, ongoing

    In regard to violent

    crime, within 14 days

    of incident

    KEY: @ = email/print or efile documentation | = student handbook/print or efile documentation | ; = telephone/ documentation in a log | = Webbased dissemination/efile documentation | = letter/print documentation | = newspaper/print or efile documentation | = meeting with parents/documentation by signin sheets, agendas, minutes, or products | ; = newsletters or correspondence sent home with students/print or efile documentation | = parent Rconference/notes, correspondence, or log | = required form

    SEDL | National Center for Family and Community Connections with Schools

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