Parent Involvement Policy

TITLE I Parent Involvement Policy

Glenwood Heights Primary School



Title I 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:



Each school served under this part shall –


1.     Convene 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. 


2.     Offer 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 their schedule.


3. Involve 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.



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.



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.


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 possible.


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;


We 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 activities; and


n. Shall provide such other reasonable support for parental involvement activities under this as parents may request.



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 school.


Accommodations are provided for children with disabilities in accordance with the ADA.