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Parent Engagement Policy

Title I School-Level Parent and Family Engagement Policy
Baldwin Academy

2019-2020

2.0           With approval from the local governing board, Baldwin Academy has developed a written Title I parent and family engagement policy with input from parents and family members of participating children. With the input from Title I parents on the School Site Council (SSC), parents involved in English Learner Advisor Committee (ELAC) and parents involved in the Baldwin Boosters. Parents were actively involved in the writing and approval of this policy. The policy is reviewed, revised as needed and approved annually during the SSC/SDM meeting in the spring for the following year. The school has distributed the policy to parents and family members of children served under Title I, Part A. During the first weeks of school, the Annual Title I meeting is held to inform families of Title I programs at Baldwin Academy.

The Parent and Family Engagement Policy is provided to each family at the beginning of the school year and is posted in a visible place.   (20 United States Code [U.S.C.] Section [§] 6318[b][1])

2.1  Involvement of Parents in the Title I Program

The policy describes the means for carrying out Title I parent and family engagement requirements. (20 U.S.C. § 6318[b][1])

To involve parents and family members in the Title I program at Baldwin Academy the following practices have been established:

  1. The school convenes an annual meeting, at a convenient time, to which all parents of participating children shall be invited to attend and encouraged to attend, to inform parents and family members of their school’s participation in the Title I program and to explain the requirements, and the right of the parents to be involved. (20 U.S.C. § 6318[c][1])
    Conducts the Annual Title I meetings each year during the first month of school, to inform families of Title I requirements, and their rights to be involved in the decision making process for Title I programs at Baldwin Academy.
  2. The school offers a flexible number of meetings, such as meetings in the morning or evening, and may provide, with Title I funds, transportation, child care, or home visits, as such services relate to parent involvement. (20 U.S.C. § 6318[c][2])
    A flexible number of meetings are offered during the a.m. and p.m., the first being during the first weeks of school, when families come to school to drop their child off, and a subsequent meeting later in the day/evening.
  3. The school involves parents in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I program, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan. (20 U.S.C. § 6318[c][3])
    Baldwin Academy involves families of Title I students in an organized, ongoing, and timely way, in the planning, reviewing, and implementation of its Title I programs and the Title I parental involvement policy in the following ways
  • The Parent and Family Engagement Policy is reviewed at least twice a year by different parent groups, and at least once a year during a School Site Council meeting where it is revised and approved as needed, and teachers report back to the staff.
  • The Parent and Family Engagement Policy is reviewed during ELAC meetings, and members are encouraged to suggest changes that will reflect the needs of English language learners, which will be presented to the SSC.
  • Families are asked for input during public meetings regarding LPAC and the Single Plan for Student Achievement at School Site Council Meetings.
  • School Surveys are sent home to all families to complete
  • Families are informed as to the school’s performance on the California Schools Dashboard and the factors that impact the assigned levels, which include parent involvement, attendance, scores in Language Arts, Math, progress of English Learners, suspension rate, college/career preparation, and graduation rate (does not apply).
  1. The school provides parents of participating children with the following:

1. Timely information about the Title I program. (20 U.S.C. § 6318[c][4][A])
 

  • During the first weeks of school, the Annual Title I meeting is held to inform families of Title I programs at Baldwin Academy.
  • The Parent and Family Engagement Policy is provided to each family at the beginning of the school year and is posted in a visible place.
  • Information and announcements are posted in a visible location in the school office and on the school website.
  • School newsletters are mailed to families three times a year.
  • Announcements and reminders of events/meetings/classes may be posted on the marquee, sent home as a flier, on the school website and/or by phone messenger.

2. A description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels of the challenging State academic standards. (20 U.S.C. § 6318[c][4][B])
 

  • During the Annual Title I meetings, parents are informed about the goals for the year, as well as information regarding curriculum/resources purchased with Title I funds, including materials for the ELLs, and state standards.
  • During Back-to-School Night, each teacher provides information to the families as to grade level, Common Core standards, the district approved, research-based curriculum, and district and school-based assessments.
  • Additional parent meetings/trainings are provided to explain the school based assessments and district provided assessments; and how they can help their child reach/maintain academic proficiency.
  • During scheduled teacher-parent conferences, teachers will inform parents of their child’s progress on reaching grade level proficiency and performance on school-based assessments, district assessments, and state assessments.

 

3.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 practicably possible. (20 U.S.C. § 6318[c][4][C])

  • Parents are informed and invited to participate in the School Site Council which meets a minimum of five times throughout the year. Parents are informed of each meeting by an annual school calendar, fliers, the school marquee, and phone messages.
  • Parents of English Language Learners are also encouraged to participate in ELAC, which meets a minimum of five times a year, and are provided with information provided at SSC, including information about Title I programs.
  • School surveys questionnaires are sent home to the parents of all students and analyzed when making decisions and drafting the school plan.
  • Baldwin Academy also offers a variety of other opportunities for parents to be informed/involved including: additional parent classes conducted by the resource teacher, trained parent leaders, and district personnel including:  PESA, Latino Family Literacy Classes, Adult Education classes, and others.
  1. If the schoolwide program plan is not satisfactory to the parents of participating children, the school submits any parent comments on the plan when the school makes the plan available to the local educational agency. (20 U.S.C. § 6318[c][5])
    The SSC follows the Greene Act regulations, positing agendas 72 hours before a meeting, which is open to the public.  Meetings follow the Roberts Rules of Order, allowing for discussion and response to all points on the agenda.  There is time to bring up additional items which may be addressed immediately or tabled to the next meeting. Minutes of the SSC and ELAC meetings are taken, including all comments made by parents.  Minutes are maintained and filed with the school district and made available to the public. If a stakeholder has a concern that is unresolved by the SSC or the administrator, as needed, they are informed of their rights to pursue the Uniform Complaint Procedure.

2.2  Building Capacity for Involvement
(Parent and Family Engagement Policy Continued)

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 with Title I, Part A funds establishes the practices listed below. (20 U.S.C. § 6318[e])

  1. The school provides parents with assistance in understanding such topics as the challenging State academic standards, State and local assessments, the requirements of Title I, Part A, and how to monitor a child’s progress and work with educators to improve the achievement of their children. (20 U.S.C. § 6318[e][1])

Baldwin Academy schedules the following meetings and opportunities for parents to be informed about such topics as the state standards, state and local assessments, and how to monitor their child’s progress and how to work with the school to improve achievement:

  • Annual Title I Meeting
  • School Site Council (SSC)
  • English Language Acquisition Committee (ELAC)
  • Back-to-School Night
  • Parent-Teacher conferences
  • Transition Night

 

  1. The school provides parents with materials and training to help parents work with their children to improve their children's achievement. (20 U.S.C. § 6318[e][2])
  • Transition Night
  • Latino Family Literacy classes
  •  PESA classes
  • Trainings for families during ELAC/SSC meetings.
  • Special meetings conducted by the resource teacher
  • Classes provided by district Adult Education
  1. The school educates teachers, specialized instructional support personnel, principals, and other school leaders, 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. (20 U.S.C. § 6318[e][3])
  • During SSC meetings family input is encouraged and valued.
  • ELAC meetings
  • School surveys/Needs Assessments are sent to the families of all students.

 

  1. The school, to the extent feasible and appropriate, coordinates and integrates parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children. (20 U.S.C. § 6318[e][4])
     
  • The Site Governance Facilitator attends the SSC and ELAC and is available to families for conferences and trainings.
  • Transition Night
  • PESA and Latino Family Literacy classes
  • Booster Club
  • Special trainings/classes are provided for parents when requested.
  • Adult Education classes on a variety of topics
  1. The school ensures that information related to school and parent programs, meetings, and other activities is sent to parents in a format and, to the extent practicable, in a language the parents can understand. (20 U.S.C. § 6318[e][5])
     
  • Notices are provided in English and Spanish
  • Meetings are translated into Spanish when needed

 

  1. The school provides such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318[e][14])
     
  • Resource teacher and volunteers conduct numerous meetings/trainings throughout the year to discuss topics families request regarding student achievement, and the Resource Teacher is available to discuss parents’ concerns when requested.
  • School surveys questionnaires are sent home to the families of all students and analyzed when making decisions and drafting the school plan.
  • PESA and Latino Family Literacy classes
  • Booster Club

2.3     Accessibility

Baldwin Academy to the extent practicable, provides opportunities for the informed participation of all parents and family members (including parents and family members with limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) including providing information and school reports required under 20 U.S.C. § 6311 in a format and, to the extent practicable, in a language such parents understand. (20 U.S.C. § 6318[f])

 

  • Newsletters, fliers, announcements and information are provided in English and Spanish.
  • Meetings are translated into Spanish when requested
  •  Spanish translation is available for parents who request it during teacher conferences, SSTs and IEPs.
  • Families with disabilities are provided with school-wide access.

2.4         School-Parent Compact

As a component of the school-level parent and family engagement policy, each school served under this part 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 and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. The school-parent compact shall carry out the requirements listed below. (20 U.S.C. § 6318[d])

a)  Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging state academic standards, and the ways in which each parent will be responsible for supporting their children’s learning; 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. (20 U.S.C. § 6318[d][1])

  • Parents and staff of Baldwin Academy worked together, in committee, to develop a school-family compact that outlines how families, school staff, and students will share the responsibility for improving student achievement. The compact is reviewed and approved by the SSC annually.  The compact includes the following:
  1. The school’s responsibility to provide high-quality curriculum and instruction
  2. The family’s responsibility to support their child’s learning
  3. The importance of ongoing communication between family and teachers through, at least, annual conferences, reports on student progress, access to staff, and opportunities to volunteer and participate in and observe the educational program
  • During Back-to-School Night teachers go over the compact with the families and students, having them sign it.  The teacher goes over the compact with the students in the class, reminding them of the agreement they have made. Students, whose parents do not attend Back-to-School Night, take a compact home to have signed by the family and returned to school. (see attached)

 

 

b)  Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum, the requirements listed below. (20 U.S.C. § 6318[d][2])

1.  Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement. (20 U.S.C. § 6318[d][2][A]) Refer to School-Family Compact below.

2.  Frequent reports to parents on their children’s progress. (20 U.S.C. § 6318[d][2][B]) Refer to School-Family Compact below.

3.  Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities. (20 U.S.C. § 6318[d][2][C]) Refer to School-Family Compact below.

4.  Ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand. (20 U.S.C. § 6318[d][2][D])

 

PIP and School – Family Compact are available in English and Spanish.

 

*It may be helpful to include the parent and family engagement policy review in the annual review of the Single Plan for Student Achievement.

**The policy must be updated periodically to meet changing needs of parents and family members and the school. If the school has a process in place for involving parents and family members in planning and designing the school’s programs, the school may use that process if it includes adequate representation of parents and family members of children receiving Title I, Part A services.

 

Hacienda La Puente USD

Baldwin Academy

 School-Family Compact 2018-2019

As a Title I school, the Baldwin community, including families and school staff work together to help students achieve high academic standards. This compact pledges that we share the responsibility for preparing all students for success in higher education, and the means by which the school and families will build and develop a partnership that will help children achieve the State’s high standards, in a safe, respectful, and responsible environment.

As a student, I pledge to:

  • I will be in school every day, so I can learn.
  • Complete all assignments and use the strategies I learn in school.
  • Tell my teacher and family if I need help.
  • Follow the school rules, creating a safe learning environment for all.
  • Make good choices with my time, and limit use of electronic devices and television.

As the family, we pledge to:

  • Establish a time and place for homework and check it daily; and ensure the appropriate use of electronic devices and television.
  • Make sure ______________ is in school every day; and let the teacher know if they is having problems.
  • Make sure ___________________ follows the district/school/classroom rules, in order to support a safe learning environment.
  • Participate in school activities, i.e. conferences, Back-to-School Night, Open House, meetings and trainings.
  • Ask my child open-ended questions and use the learning strategies/materials that the teacher sends home, to help ____________________.

As a teacher, I pledge to:

  • Communicate regularly with the family, creating partnerships for learning.
  • Explain my expectations, goals, and grading system to students and families.
  • Provide appropriate homework assignments that are relevant and interesting, on a regular basis, and strategies families can use to support the student’s learning.
  • Participate in collaborative decision making with school staff and families to achieve high academic standards.
  • Participate in professional development opportunities that improve teaching/learning for all students, implementing high interest, research based methods in the classroom.

As a principal, I pledge to:

Create a welcoming and respectful environment for all; promoting a working partnership between families, students and staff.

  • Communicate the school’s mission and goals to the staff, students and families.
  • Ensure that best practices are being implemented in every classroom in order for students to attain proficiency on the CCSS.
  • Provide teachers and students with training and materials to empower them to succeed.
  • Ensure a safe learning environment.

_____________________   _____________________   __________________ ___________________

               Student                               Parent                                 Teacher                              Principal