Title I School-Level Parental Involvement Policy
Fesler Jr. High School

The school has developed a written Title I parental involvement policy with input from Title I parents at a public meeting held on August 30, 2012. The School Site Council and English Learner Advisory Committee also provided input and approved the Title I Parent Involvement Policy on September 27, 2012.  The policy is mailed to all parents of Title I students and is also available online at the school’s website:http://www.smbsd.org/page.cfm?p=1842. The policy describes the means for carrying out the following Title I parental involvement requirements [Title I Parental Involvement, 20 USC 6318(a)-(f)]:

Involvement of Parents in the Title I Program

The school conducts the following activities to involve parents in the Title I Program:

  1. Convene an annual meeting to inform parents of Title I requirements and their rights to be involved in the Title I program. The school holds a general Title I meeting for all parents in the beginning of the school year. At the meeting, parents are informed about the school’s participation in the Title I program, the requirements of Title I, and the right of parents to be involved.
  2. Offer a flexible number of meetings for parents of Title I students. The school holds meetings with all parents at least three times per year: Back to School Night, Open House and English Learner/Title I Orientation. Title I-Parent Involvement funds are used to provide translation, child care, snacks, home visits, and other services to support parent involvement. The school holds open meetings with School Site Council, English Learner Advisory Committee and other parent committees six times per year.
  3. Involve parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and improvement of its Title I programs and the Title I parental involvement policy. Each year, the school holds meetings with parents of Title I students, parents of English Learners, migrant parents and parents of students with disabilities to plan, review, and evaluate the school Title I program, including the school parental involvement policy and the Single Plan for Student Achievement. Parents can submit comments on the schoolwide program to the district if they do not find the plan to be satisfactory.
  4. Provide parents of Title I students with timely information about Title I programs. The school uses various means to provide parents with timely information about Title I Programs, such as letters, flyers, written handouts, phone calls, home visits, and informational meetings. All documents addressed to parents are written in English and Spanish. The ConnectEd Automated Phone Call System is used to ensure all parents receive information about parent meetings, parent education programs, Title I programs, parent-teacher conferences, and school and district events. The school provides adequate number of professional translators/interpreters who can perform two way translations to facilitate the communication between school staff (administrators, teachers, office staff) and families at all events.
  5. Provide parents of Title I students with an explanation of the curriculum, assessments, and proficiency levels students are expected to meet. All parents receive an explanation during parent-teacher conferences and family literacy/math nights, at least three times per year, about the curriculum used at the school, content standards and academic assessments used to measure student progress, and the proficiency levels students are expected to reach.
  6. Provide parents of Title I students, if requested, with opportunities for regular meetings to participate in decisions relating to the education of their children. All parents are invited and encouraged to participate in decision making at school by attending parent meetings, making suggestions, volunteering at school, participating in their children’s class, observing classroom activities, and serving on district and school committees such as School Site Council, English Learner Advisory Committee, Migrant Parent Advisory Committee, Parent Advisory for Gifted and Talented Education, Parent-Teacher Association, School Leadership Team, District Advisory Committee, District English Learner Advisory Committee, District Assistance and Intervention Team, Community Action Committee for Special Education, and other leadership groups. The school and district provide regular meetings, training and parent education programs to help parents develop their leadership skills and enhance their knowledge to successfully support their children’s education. A district-wide training is provided for all parents every other year to prepare them for the SSC/ELAC elections.
School-Parent Compact

The school has jointly developed with and distributed to all parents of Title I students a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It also describes how the school and parents will develop a partnership to help children reach proficiency on the California content standards. The school-parent compact describes the following items in addition to items added by parents of Title I students:

  1. The school’s responsibility to provide high-quality curriculum and instruction.
  2. The parents’ responsibility to support their children’s learning.
  3. The importance of ongoing communication between parents and teachers through annual conferences, reports on student progress, access to staff, and opportunities to volunteer and participate in and observe the educational program.

Each year, the school holds a meeting with all parents and the School Site Council/ELAC to review and approve the School-Parent Compact. The compact is mailed to the parents’ home in the beginning of the school year. The compact is signed by the student, the parent and the classroom teacher, and is kept on file at the school. The compact is discussed in relation to the individual child’s achievement during the parent-teacher conferences.

 

Building Capacity for Involvement

The school engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school does the following:

  1. Assist Title I parents in understanding academic content standards, assessments, and how to monitor and improve the achievement of their children. The school provides opportunities for parent-teacher interactions and establishes parent-school-community partnerships to improve student achievement such as family literacy and math nights, parent-teacher conferences, parent meetings, back to school night, open house, etc.
  2. Provide materials and training to help Title I parents work with their children to improve their children's achievement. The school provides education programs, trainings and materials for all parents such as the Parent Institute for Quality Education (PIQE), the San Diego County Office of Education “Keys to Successful Parent Education”, “Love and Logic” Parent Program, Home Instruction for Parents of Preschool Youngsters (HIPPY), Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Parent Training, Parent Project, and English as a Second Language.
  3. Educate staff, with the assistance of Title I parents, in the value of parent contributions and how to work with parents as equal partners. Each year, the school staff receives training on the importance of involving parents at school and how to partner with parents to improve student achievement.
  4. Coordinate and integrate the Title I parental involvement program with other programs and conducts other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. The school coordinates and integrates the Title I parent involvement program with other parent involvement programs available at the school and community, such as the Migrant Education Program, State Preschool Program, Head Start program, Migrant Head Start program, Kindergarten Readiness Program, Home Instruction Program for Preschool Youngsters (HIPPY), Gifted and Talented Education (GATE) Program, SELPA, and After School Education and Safety (ASES) Program. The school establishes collaborative partnerships with community agencies to provide additional resources for parents to support their children’s education, such as Boys and Girls Club, YMCA, Santa Maria Recreation & Parks, Santa Maria Police Department, Santa Maria Fighting Back, Santa Barbara County Education Office, City of Santa Maria, United Way, Community Action Commission, Santa Maria Valley Youth and Family, Allan Hancock College, CSEFEL, PIQE, Santa Barbara Foundation, and Parent Information and Resource Centers (PIRC).
  5. Distribute to Title I parents information related to school and parent programs, meetings, and other activities in a form and language that the parents understand. The school distributes all information to parents in a written, visual, and oral form in English and the parents’ primary language.
  6. Provide support for parental involvement activities requested by Title I parents. The school provides all parents with free access to school facilities, day care, translation, materials and resources to parents to facilitate their parent involvement activities. The school hires a bilingual community liaison to connect families with community organizations and facilitate resources in the community to support parent participation in their children’s education.
Accessibility

The school provides opportunities for all Title I parents to participate, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. This includes providing information and school reports in a form and language parents understand. The school uses various means of communication to reach out their diverse parents, such as the ConnectEd Call System, audiovisuals, personal phone calls, home visits, informational meetings, flyers, letters, handouts, and others. Special accommodations and materials are provided for persons with disabilities, parents who speak a language other than English, migratory farm workers, and others. The school report cards, parent letters, brochures, and all communications for parents are provided in English and the parents’ primary language.

 

Parent Information and Resource Centers (PIRC)

PIRCs are funded by the US Department of Education. They provide both local and statewide services. California has two PIRCs: PIRC1, Project Inspire at the California Association of Bilingual Education, Covina, CA and PIRC2, Cal-PIRC at Cambridge Academies, Modesto, CA. (Please visit the website at http://www.nationalpirc.org/directory/CA-7.html):

 

PIRC1, Project Inspire is the result of a partnership among the California Association for Bilingual Education, the San Bernardino County Superintendent of Schools, and the Alameda County Office of Education. Project Inspire provides parent training workshops and will be funded through 2011. A list of workshop topics and a brochure of services in multiple languages is available athttp://www.bilingualeducation.org/programs_parent.php

PIRC2, Cal-PIRC has established three Parent Information and Resource Center hubs in Northern and Central California. CalPIRC provides direct services to parents and schools in selected communities within Merced and Stanislaus Counties, and West Sacramento areas. It also provides support throughout the state through conferences and workshops. Information and Resources are available in multiple languages (English, Spanish, Russian, Chinese, Arabic, and Hmong) at their website: http://www.calpirc.org/.