regulations require that each school served under Title I jointly develop with
and distribute to parents of participating children, a written parental
involvement policy agreed on by the parents that describes the requirements of
(c) through (f) as listed below and outlined in Title I law:
A. POLICY INVOLVEMENT
Each school served under
this part shall –
an annual meeting, at a convenient time, to which all parents of participating
children shall be invited and encouraged to attend, to inform parents of their
school’s participation under this part and to explain the requirements of this
part, and the right of the parents to be involved;
The Reading and Math Intervention Specialists will conduct informational
meetings in which parents of all students served under Title and/or LAP
programs are invited. Invitations will
go out in October after students are identified, and in the February, when new
intervention groups are formed based on winter assessment data.
a flexible number of meetings, such as meetings in the morning or evening, and
may provide, with funds provided under this part, transportation, child care,
or home visits, as such services relate to parental involvement;
In order to accommodate various work schedules, the Title & LAP
information meetings will be offered both in the morning (8:00 AM) and in the
evening (6:00 PM), for a total of four meetings at Glenwood Heights Primary over
the course of the year.
In addition, the Battle Ground School District offers a Title I Parent
Orientation meeting on an alternate night.
This gives parents the flexibility to attend whichever meeting fits
parents, in an organized, ongoing, and timely way, in the planning, review, and
improvement of programs under this part, including planning, review, and
improvement of the school parental involvement policy;
Glenwood Heights Primary invites parents to be involved in our School
Leadership Team. The School Leadership
team meets two times per year to provide input into our School Improvement and
Parent Involvement Plans.
Throughout the year, information is shared between staff and parents on
the committee through shared documents on the google drive.
4. Provide parents of
participating children –
i. timely information about
programs under this part;
ii. a description and
explanation of the curriculum in use at the school, the forms of academic
assessment used to measure student progress, and the proficiency levels
students are expected to meet; and
iii. if requested by
parents, opportunities for regular meetings to formulate suggestions and to
participate, as appropriate, in decisions relating to the education of their
children, and respond to any such suggestions as soon as practically possible.
A Back-to-School night is held in August. Parents are shown the materials the district
has adopted for teachers to use in reading, writing, and math. Teachers explain the state standards and
expectations for their grade level and show parents how materials are used to
impact student learning.
Parent Teacher Conferences are held each fall and spring. Teachers explain district assessments, and
parents are provided updated assessment data and other information regarding
student performance. Student Learning
Plans are given to parents at each of these conferences. Parents are invited to give input regarding
their child’s progress.
In order to give parents timely information about our programs, we communicate
with parents via e-mail prior to serving students in supplemental services. The
e-mail includes an explanation of academic assessments used to qualify students
for service, as well as a description of the curriculum utilized.
Parents are invited to meet with the math and/or reading intervention
specialist to discuss intervention program curriculum, assessment data, and
address parent questions or concerns at their convenience, before or after
their child’s parent-teacher conference.
Teachers invite parents to participate in their child’s education by
either volunteering at school or in one of many supportive ways at home. Glenwood
Heights Primary staff view parents as valuable partners in their child’s
education. Teachers communicate with
parents via email, phone calls, and face to face conversations.
Glenwood Heights Primary utilizes a variety of strategies to communicate
school activities and events with families, such as school and classroom
newsletters, email, the school website, Connect Ed phone calls, fliers sent
home with students, the school reader board and Glenwood’s Facebook page.
School activities and events are communicated via school and classroom
newsletters, the school website, Connect Ed phone calls, family access emails, the
school reader boards, and fliers sent in students’ backpacks.
5. If the schoolwide program
plan is not satisfactory to the parents of participating children, submit any
parent comments on the plan when the school makes the plan available to the
local educational agency.
B. SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT
As a component of the
school-level parental involvement policy, each school shall jointly develop
with parents for all children served under this part a school-parent compact
that outlines how parents, the entire school staff, and students will share the
responsibility for improved student academic achievement.
A School Parent
Compact is created for each student to ensure a joint effort between parents,
teacher, and child. These compacts
include assessment data that is reported to the parent.
C. BUILDING CAPACITY FOR INVOLVEMENT
To ensure effective
involvement of parents and to support a partnership among the school involved,
parents, and the community to improve student academic achievement, each school
and local educational agency assisted under this part –
a.Shall provide assistance to
the parents of children served by the school or local educational agency, as
appropriate, in understanding such topics as the State’s academic content
standards and State student academic achievement standards, State and local academic
assessments, the requirements of this part, and how to monitor a child’s
progress and work with educators to improve the achievement of their children;
Glenwood Heights Primary Home Page:
Policies, procedures, activities, staff members, classroom highlights,
assessment procedures, and current information are presented on our school’s
home page in an attempt to reach parents and members of our community with
information about our school. Glenwood.battlegroundps.org
Back-to-School Night, Parent Teacher Conferences, and the Family
Learning Fair are all ways for parents to work with teachers and administrators
to monitor and improve the achievement of their children.
b. Shall provide materials
and training to help parents work with their children to improve their
childrens’ achievement, such as literacy training and using technology, as
appropriate, to foster parental involvement;
We provide informative parent programs so that parents can better
understand academic expectations for their child. These programs provide strategies parents may
use with their child to be successful in school academically, socially,
physically, and/or emotionally.
Breakfast and Books provides an opportunity for parents to learn more
about strategies for helping their child be successful in reading, and is held
monthly from November through May.
Muffins and Math provides opportunities for parents to learn more about
strategies for helping their child be successful in mathematics, and is held
monthly from November through May
The Family Learning Fair provides parents and families hands-on tools to
support student learning at home. Topics
may include but are not limited to:
Mindset, Helpful Homework Hints, Sight Word Games, Math Games, and more.
The Family Learning Fair will take place in March, on the same date that our
school-wide Open House is scheduled, in order to attract as many families as
Other activities include One School, One Book and Open House.
Glenwood provides access to software programs such as RAZ kids for
students served in Reading Intervention Programs and IXL for students served in
Math Intervention Programs to help students build foundational skills. Parents have access to student data and can
monitor their child’s progress online.
c. Shall educate teachers, pupil services
personnel, principals, and other staff, with the assistance of parents, in the
value and utility of contributions of parents, and in how to reach out to,
communicate with, and work with parents as equal partners, implement and
coordinate parent programs, and build ties between parents and the school;
d. Shall, to the extent
feasible and appropriate, coordinate and integrate parent involvement programs
and activities with Head Start, Reading First, Early Reading First, Even Start,
the 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;
collaborate with Head Start and ECEAP and ESD 112 Early Childhood Department to
ease transition to Glenwood Heights Primary and to coordinate family programs
through on-going dialogue and planning meetings between the district LSP
Liaison and the Head Start/ECEAP staff. At Glenwood, our staff collaborates with the
preschool program at Prairie High School throughout the year to assist in a
smooth transition for students who have qualified for support services.
e. Shall ensure that
information related to school and parent programs, meetings, and other
activities is sent to the parents of participating children in a format and, to
the extent practicable, in a language parents can understand;
Information related to school and parent programs, meetings, and other
activities is posted on the school website and Facebook page, included in the
school newsletter and sent home via emailed notes. Information whenever possible is translated
into the family’s home language.
f. May involve parents in
the development of training for teachers, principals, and other educators to
improve the effectiveness of such training;
g. May provide necessary
literacy training from funds received under this part if the district has
exhausted all other reasonably available sources of funding for such training;
h. May pay reasonable and necessary expenses
associated with local parental involvement activities, including transportation
and child care costs, to enable parents to participate in school-related
meetings and training sessions;
i. May train parents to
enhance the involvement of other parents;
j. May arrange school
meetings at a variety of times, or conduct in-home conferences between teachers
or other educators, who work directly with participating children, with parents
who are unable to attend such conferences at school, in order to maximize
parental involvement and participation;
k. May adopt and implement
model approaches to improving parental involvement;
l. May establish a district
parent advisory council to provide advice on all matters related to parental
involvement in programs supported under this section;
m. May develop appropriate
roles for community-based organizations and businesses in parent involvement
n. Shall provide such other
reasonable support for parental involvement activities under this as parents
In carrying out the parental
involvement requirements of this part, districts and schools, to the extent
practicable, shall provide full opportunities for the participation of parents
with children with limited English proficiency, parents with children with
disabilities, and parents of migratory children, including providing
information and school reports in a format and, to the extent practicable, in a
language such parents can understand.
Title I documents are provided in English and the student’s first
language to the extent possible.
Interpreters are provided for conferences, meetings, and communication
between school personnel and the limited English proficiency families of our
Accommodations are provided for children with disabilities in accordance
with the ADA.