2021-22

Title I, Part A Annie R. Morgan Elementary

Parent and Family Engagement Plan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

School Name: Annie R Morgan Elem             School #: 21

Principal Name: [Tiffany Green]

School Website: [https://dcps.Duvalschools.org/ARM ]


TABLE OF CONTENTS

OVERVIEW                                                                                                                    3 ASSURANCES                                                                                                              4 NEEDS ASSESSMENT                                                                                                              5

Previous Year Financial and Programmatic Outcomes                                                                                                                                         5 Fiscal Overview from the Previous Fiscal Year                                                                                                                                         5 Programmatic Overview from the Previous Fiscal Year                                                                                                                                         5 Barriers                                                                                                                                         7 Overarching Outcomes/Goals for the Current School Year                                                                                                                                         7

COMMUNICATION AND ACCESSIBILITY                                                               9 FLEXIBLE PARENT AND FAMILY MEETINGS                                                                         12

INVOLVEMENT OF PARENTS and FAMILIES                                                                                                                                        12 FLEXIBLE FAMILY MEETINGS                                                                                                                                     13 REQUIRED ANNUAL MEETING                                                                                                                                        13 REQUIRED DEVELOPMENTAL MEETING                                                                                                                                        14

BUILDING CAPACITY                                                                                                16

BUILDING THE CAPACITY OF PARENTS AND FAMILY MEMBERS                                                                                                                                     16 PARENT AND FAMILY ENGAGEMENT EVENTS                                                                                                                                         17

PARENT COMPACT                                                                                                  21 INSTRUCTIONAL STAFF                                                                                          22

BUILDING THE CAPACITY OF TEACHERS AND STAFF MEMBERS                                                                                                                                         23 COLLABORATION OF FUNDS                                                                                25


 

OVERVIEW

The Duval County Public School District Local Educational Agency (LEA) can only receive Title I, Part A funds if it conducts outreach to all parents and family members and implements programs, activities, and procedures for the involvement of parents and families consistent with Section 1116 of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA) of 1965. The programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.

 

School level plans are required to be developed with the input of parents and families to improve student achievement and performance. The planning process can also include meaningful consultation with employers, business leaders, and philanthropic organizations. This template will assist schools with the best practices aligned to federal, state, and local expectations for compliance.

 

Below is an approach that can be used for Parent and Family Engagement.

 

 

 


 

Conduct a Comprehensive Needs Assesment


Plan

to Develop Staff

 
so they know how to Partner with Parents and Families


Align Funding Sources and Collaborate Funding Sources


 

 

 


 

Identify Barriers to Parent and Family Engagement


Plan to Build the Capacity of Parents for Student Achievement


Partner with Community Partners, Business Partners, and Faith Based Partners


 

 


 

 

Prioritize Barriers


Develop an Accessibility Plan to Include ALL Caregivers


Implement Communication, Parent Engagement, and Staff Development Plans


 

 

 


ntify Strategies to

 
Ide

Overcome Barriers to Parent and Family Engagement


Develop a Parent and Family

Communication Plan


Conduct Formative and Summative Evalautions and Amend as Needed


 

 

 


“Treat children like they make a difference and they will.”


 

ASSURANCES

I, Tiffany Green, do hereby certify that all facts, figures, and representations made in this Federal Parent and Family Engagement Plan are true, correct, and consistent with the statement of assurances for these waivers. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available for review by appropriate local, state and federal staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.

 

The school will be governed by the statutory definition of parent and family engagement,

and will carry out programs, activities, and procedures in accordance with the definition outlined in ESEA Section 8101;

Engage the parents and family of children served in Title I, Part A in decisions about how

Title I, Part A funds reserved for family engagement are spent [Section 1116(b)(1) and (c)(3)];

Jointly develop/revise with the family that has custodianship of the student the school parent and family engagement policy and distribute it to parents of participating children and make available the parent and family engagement plan to the local community [Section

1116(b)(1)];

Engage parents and family, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parent and family engagement policy and the joint development

of the school wide program plan under section 1114(b)(2) [Section 1116(c)(3)];

Use the findings of the parent and family engagement policy review to design strategies for

more effective parent and family engagement, and to revise, if necessary, the school’s

parent and family engagement policy [Section 1116(a)(2)(C)];

If the plan for Title I, Part A, developed under Section 1112, is not satisfactory to the parents and family of participating children, the school will submit parent and family comments with the plan when the school submits the plan to the local educational agency

[Section 1116(b)(4)];

Provide to each parent and family an individual student report about the performance of

their child on the state assessment in at least mathematics, language arts, and reading [Section 1111(h)(6)(B)(i)];

Provide each parent and family timely notice when their child has been assigned or has

been taught for four (4) or more consecutive weeks by a teacher who is not certified within the meaning of the term in 34 CFR Section 200.56 [Section 1112(e)(1)(B)(ii)]; and

Provide each parent and family timely notice information regarding their right to request information on the professional qualifications of the student's classroom teachers and

paraprofessionals [Section 1112(e)(1)(A)(i)(I) and Section1112(c)(1)(A)(ii)].

 

*click to select each assurance, this page will require an original signature and submission to the District.

 


_Tiffany L. Green


07/07/21


Signature of Principal/School Administrator                                                                              Date Signed


 

NEEDS ASSESSMENT

The Needs Assessment is the foundation of the Parent and Family Engagement plan. When meeting with parents and stakeholders, data from the needs assessment process provides previous year and trend data that can be used to make decisions about plan implementation for the upcoming year. That way decisions are not arbitrary but data-driven and purposeful.

 

Previous Year Financial and Programmatic Outcomes

Fiscal Overview from the Previous Fiscal Year

(this section is not required for new Title I Schools)

 

Total Parent and Family Allocation from the Previous

Year

 

Total Funds Expended

 

Total Funds Remaining

$ 3400.00

$ 2947.80

$ 452.20

If funds remained at the end of the year, explain why funds weren’t fully expended and how parents

will be engaged to plan for funds to be fully expended during the current plan year

Due to unforeseen circumstances, additional funds were not fully expended. As we monitor our funds closely for the 2021-2022 school year, if we find that we have money not being utilized as budgeted, we will hold revision meetings during approved months to invite

parental input.

 

Programmatic Overview from the Previous Fiscal Year

(this section is not required for new Title I Schools)

 

Summative Overview of the Parent Resource Room

Total Visits

to the Parent Resource Room (Must be documented on the Resource Room Sign in Sheet)

Total Resources Checked Out from the Parent Resource Room

What plans do you have to fully use the Title I Parent Resource Room?

(include inventory that was not returned or any other information pertaining to parent involvement

resource room)

0

0

All inventory returned. We will advertise the Parent Resource Room at all school events and encourage visitors we receive during regular school hours to check out resources. We will also advertise and open the Resource Room during all PFEP events and post information on the school

website/social media to improve traffic.

Summary of Parent Engagement Events from the Previous Year

Name of Activity

Number of

Results of Evidence of Effectiveness

 

Participants

(How do you know the parents learned what

 

(this number should equal the number of participants

the activity was intended to provide? Responses such as sign-in sheets or survey results are not sufficient.)

 

listed on sign in

 

 

sheets in Digital

 

 

Compliance)

 


 

 

Annual Meeting (Beginning of Year)

20

Parents were given information of previous

year’s school grade and projected grade.

Developmental Meeting (End of Year)

5

Gathered information for the development of the PFEP and discussed the SIP. Parents gave input on the activities they would like to have

and materials to purchase for the parent resource room.

Math Night

43

Parents engaged in math activates to increase their understanding of math skills and concepts.

Feedback from parents indicated they learned new ways to make math fun.

Literacy Night

52

Teachers educated, encouraged, and empowered parents with strategies and resources to help increase student achievement. Feedback from parents indicated they learned new strategies to make literacy

more interesting for their child.

Doughnuts with Dad

40

Parents and students were encouraged to read and discuss literacy activities. Feedback from

parents indicated the event and spending time with students were enjoyable.

Muffins with Mom

60

Parents and students were encouraged to read and discuss literacy activities. Feedback from

parents indicated the event and spending time with students were enjoyable

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Schools may add additional lines as it is aligned to the Parent and Family Engagement Plan from the previous fiscal year – activities must match activities included on the Parent and Family Engagement Plan from the previous school year. If an activity wasn’t held, a 0 should be included for the “Number of Participants” column with an explanation why the event wasn’t held in the “Results” column.

 

 

 

Summary of the evaluation information and parent feedback collected from the Developmental Meeting held to support the development of this Parent and Family Engagement Plan.

Our goal for 2021-22 is to encourage parental involvement and excitement for the academic and extracurricular program at Annie R Morgan. Timely communication and thoughtfully planned out activities that tie directly to the needs of students and parents, will increase

family involvement and improve the overall culture of the school.


 

Barriers

 

Using previous year financial and programmatic outcomes; district and school climate data; parent perception data; data from SAC meetings; parent attendance data; observational data; parent survey data; data from the Title I Developmental meeting; parent interviews and focus groups; teacher and administrator feedback; other forms of needs assessment data; and carry out a needs assessment process. Then, describe the barriers that hindered the participation and involvement of parents and family members during previous school years.

1.      Parental lack of interest

2.      Communication

3.      Attendance

(1)  Prioritize the TOP THREE the barriers (it may be possible to combine some)

(2)  Describe the steps that will be taken during the upcoming school year to overcome the parent and family engagement barriers (required - include how the school will overcome barriers for students with family members who have limited English proficiency, parents and family members with disabilities, and parents and family members who are migrants in accordance to ESSA Section

1116 (f)).

 

Barrier

Steps or strategies that will be implemented to eliminate or reduce the barrier

1)

 

 

 

Parental Lack of Interest

Continue to communicate to parents the value of their input, time, efforts, and collaboration with the school and the positive impact they will have on their students’ academic and social/emotional well-being. Our parent liaison will bridge the communication gap for our parents and will be tasked with promoting the parent resource room, communicating scheduled parent events, and reaching out to business/faith-based partners for support. We will also try to tie events to student performances/academic

accomplishments/art projects.

2)

 

Communication

Increase the mode and frequency of communication.

Utilize the use of flyers, school messenger calls, website, twitter, Facebook, etc. Have frequent conversations with parents about upcoming events and promote at dismissal areas.

3)

 

Attendance

Increase the mode and frequency of communication and tie

events to student performances/academic accomplishments/art projects.

 

 

 

Overarching Outcomes/Goals for the Current School Year

Considering your barriers and the strategies that are intended to reduce or eliminate them, what are the overarching outcomes/goals for the current school year for parent and family engagement?

To increase family engagement and participation in school events by at least 50% through increased effectiveness with communication between school and home, promoting events at dismissal areas, flexible scheduling of events, and tying events to student performances/academic accomplishments/art projects.


 


 

COMMUNICATION AND ACCESSIBILITY

 


Communication is an extension of Needs Assessment as trend data has shown that parents comment that communication processes should be improved so they are fully engaged.

 

Accessibility

Describe how the school will provide full opportunities for all parents and families (keeping in mind the diverse makeup of 21st Century families) to participate in all parent and family engagement activities. This includes strategies for parents who have specific needs such as parents with special transportation needs, parents who work multiple jobs, court appointed parents, parents who are disabled, parents who speak English as a second language, migrant parents, parents with multiple children in multiple schools, guardians, guardians with multiple students in a home, etc.

Specifically, how will barriers be removed to ensure parents/guardians/family units are a part of

their child’s education?

The school will conduct a home language survey and use that data to determine what languages are being used as the primary language in our students’ home. Upon request, we will offer to translate all materials sent home through transact; a website that translates all material into the native language.

Dissemination of information will be provided at monthly meetings, trainings, and workshops. The school will ask parents who have disabilities if they are interested in participating in activities at the school so that we may provide accommodations where available.

The school plans to meet with children's parent(s) who are considered homeless and teachers will meet with them to encourage participation.

The school plans to share information in a concrete manner to help parents understand the programs we offer, informational meetings we will hold, and student achievement data.

Describe how the school will share information related to school and parent and family programs, meetings, school reports, and other activities in an understandable, uniform format and in languages that the parents and families can understand?

Annie R. Morgan will communicate with parents via class DOJO and School Messenger. For information sent home, we will provide pre-translated documents in the family’s heritage language. During events and meetings (IEP/504/MRT), we will secure a translator as needed. The school will communicate through multiple sources (social media, flyers, Class DOJO, Parent Link, email) to increase the possibility of all parents participating.

The monthly parent newsletter will also be used as a form of communication with parents. Class DoJo allows parents to have all posts translated to their chosen language, which will help bridge any language barriers.

What are the different languages spoken by students, parents and families at your school?

 

English and Spanish


 

 

 

 

COMMUNICATION

(1) Describe how the school will timely communicate information about Title I, Part A programs and activities during the year. (2) How will communication take place for parents with the different languages mentioned in the question above if applicable? (3) Include the tools and

resources that will be used for communication.

(1)  Communication is sent out a minimum of 2 weeks prior to any event. All events will be in the monthly newsletter one month in advance and weekly in the student planner.

 

(2)   Class DoJo will translate information. Information will be sent home in students’ home

language using TransAct, and other means of translating documents for events.

 

(3)   Parents will receive information and reminders about Title 1 and corresponding activities through a variety of sources including Facebook, Monthly Newsletters/Calendars, Email, Flyers, and Parent Link with monthly and weekly reminders.

How will the school describe and explain (1) the curriculum at the school (2) the forms of

assessment used to measure student progress (3) the achievement levels students are expected to obtain? (4) in all applicable languages?

(1)   Orientation, Open House, Annual Title One meeting, parent-teacher conferences, and through parent engagement activities related to specific content areas.

 

(2)   Parents receive information on how their child is performing throughout the year on I- Ready and Achieve 3000, along with assessments relating to standard based instruction through quarterly report cards, progress reports, and teacher conferences upon request.

 

(3)   Parents receive letters explaining the different assessment types and expectations for proficiency. Parents receive student data reports explaining how their child scored on the State Assessments.

 

(4)   We will provide pre-translated documents in the family’s heritage language. During events and meetings (IEP/504/MRT), we will secure a translator as needed. Class DoJo also allows parents to have all posts translated to their chosen language, which will help bridge any language barriers.

(1) What decision-making opportunities are available for parents at the school site? (2) How will the school communicate opportunities for parents to participate in decision making?

(1)   Annie R Morgan offers opportunities for parents to participate in meetings such as our Title 1 Development Meeting, PTA, and SAC to formulate suggestions, solutions, and to participate, as appropriate, in decisions relating to the education of their child.

 

(2)   Parents will receive information and reminders about Title 1 and corresponding activities through a variety of sources including Facebook, Monthly Newsletters/Calendars, Email, Flyers, and Parent Link with monthly and weekly reminders.


 

 

How will the school submit parents’ and families’ comments to the district Title I office if there are

parent concerns about the implementation of the Title I school-wide plan that is not satisfactory to them? [ESEA Section 1116]

The parent and family engagement plan (PFEP) is available for parents to review and complete surveys sharing their opinions and suggestions for next steps. The PFEP is also reviewed by the School Advisory Council (SAC) and available in the Parent Resource Room for all stakeholders to review. All surveys will be reviewed by our Shared Decision Team to answer any questions and concerns or implement any next steps provided in the survey. The school will contact the District Title 1 office directly with any parent concerns about the implementation of the Title 1 school-wide plan as appropriate.

(1) How will the school publish and communicate THIS required Title I, Part A Parent and Family Engagement Plan to Parents and families (technology cannot be the only option). (2) How will this plan be communicated in all of the languages that apply to your school?

Our Parent and Family Engagement Plan will be available for review by our parents and families in the Parent Resource Room and at the front desk. We will communicate this through a notification on our school website, visible signs in our front office, and the monthly newsletter.


 

FLEXIBLE PARENT AND FAMILY MEETINGS

Schools receiving Title I, Part A funds are required to convene an Annual Meeting. This meeting should be held at a convenient time for parents. Parents of participating children in the school shall be invited and provided with adequate notice and encouraged to attend the Annual Meeting. This meeting will inform parents of their school’s participation under ESEA Section 1116 and explain the requirements of the Title I, Part A grant and what is available to parents and the right of parents to be involved. [ESEA Section 1116 (c) (1)]


 

INVOLVEMENT OF PARENTS and FAMILIES

 

Explain how the school involves parents and families in an organized, ongoing and timely manner in the planning, reviewing, and improvement of Title I programs including involvement in decision making of how Title I, Part A Schoolwide funds are used [ESEA Section 1116(c)(3)].

The school will offer morning and evening trainings and activities. Parents will be offered

the opportunity to meet either with their child’s teacher in the morning before school (7:50 - 8:20) or in the afternoon. In special circumstances, arrangements can be made to cover a teacher's class in order to ensure that a parent has access to the teacher for meaningful collaboration about their child's education. Parents also have the opportunity to observe their child in the classroom environment by making arrangements ahead of time with the teacher through the Principal or Assistant Principal.

Additionally, PTA and SAC meetings are scheduled in the early evening to facilitate parental involvement. We will also have some PTA meetings, Parent Engagement Activities, and Parent Workshops on the same night and/or mornings so that we can alleviate parents from having to come to two separate meetings on different days/times. We will also offer flexible meeting times for certain events to increase participation, as well

as offer some virtual meetings as appropriate.

How will the school provide, with Title I funds, transportation, childcare, or home visits such services that relate to parent engagement to ensure barriers are removed so parents can participate in engagement events? [ESEA Section 1116 (c)(2)]

·         Transportation – n/a

·         Childcare Offer childcare services at certain events.

·         Home Visits n/a

·         Additional Services to remove barriers to encourage event attendance – Offer a variety of flexible meeting times.


 

 

 

 

 

FLEXIBLE FAMILY MEETINGS

 

How was parent input gained from the majority of parents about the times that best met their need for parent involvement meetings and activities? [ESEA Section 1116 (c)(2)]

Annie R Morgan provides a survey to every parent to seek input regarding meeting times, activities, and next steps for our children. The survey will be reviewed by the Shared Decision Team to answer questions or concerns and implement next steps.

What documentation does the school have that parent needs for meeting times, transportation needs, childcare, and home visits for family engagement were assessed?

Parent feedback from our Spring PFEP Development Meeting and returned surveys from the parents.

How flexible meetings will be offered to accommodate parents? Check all that apply.

 

    AM Sessions based on documented parent feedback

 

  PM Sessions based on documented parent feedback

 

    Mixture of AM & PM Sessions (Some meetings will be provided in the morning and evening)

 

       AM & PM Sessions (ALL meetings will be provided both in the morning at in the evening)

 

  Other     Virtual

REQUIRED ANNUAL MEETING

 

Describe the specific steps your school will take to conduct the Beginning of Year Annual Meeting

to inform parents and families of participating students about the schools Title I program and parent and family engagement activities. [ESEA Section 1116 (c)(1)]

1.      Notify parents through multiple means of communication.

2.      Prepare the PowerPoint presentation that describes Title 1 components and include school-specific programs/data.

3.      Prepare and discuss last year’s school-wide data.

4.      Review SCIP goals.

5.      Prepare Parent Resource Room for the upcoming school year.

6.      Take pictures of the Parent Resource Room to show parents this valuable resource.


 

 

Describe the nature of the Title I, Part A Schoolwide program that will be shared with parents during the Annual Meeting. Feel free to use the PowerPoint on the Federal Programs site.

Parents are educated during the meeting through the PowerPoint on the purpose of Federal Programs and modified to fit the specifics of our school. It will include information about McKinney-Vento Homeless Assistance, SCIP goals, School-Parent Compacts, school-wide data, and targets for the upcoming school year.

Describe how the Annual Meeting will cover (1) the adequate yearly progress of students broken

down by subgroups, (2) school choice, and (3) the rights of parents when schools receive Title I, Part A funds. Feel free to use the PowerPoint on the Federal Programs site.

(1)  We will cover adequate yearly progress by sharing and comparing student data for the past two years and current goals for the following areas: iReady proficiency levels in reading and math, as well as growth indicators based on student learning paths. District performance measures will also be discussed to include Baseline and quarterly PMA data.

 

(2)  School choice information will be disseminated along with our School Choice theme and academic focus.

(3)  Parents will be informed of the following rights: request and receive timely notification of professional qualifications of teachers and paraprofessionals, informed if students are taught for four weeks or more by a teacher not highly qualified, and provided information regarding their students' results from state assessments. All information will be presented in parent friendly language.

How will the school ensure parents without access to technology will receive notification of parent events, communication, information about parent events, school updates, and student progress updates?

 

Parents will receive monthly paper newsletters, daily communication in the student planner and/or communication folder, reminder flyers, telephone messages, marquee messages, and face-to face communication.

 

REQUIRED DEVELOPMENTAL MEETING

The Developmental Meeting is held at the end of the year. It can be looked at as an End of Year evaluation of your Title I, Part A Parent and Family Engagement process. Additionally, it is an opportunity to connect with parents to start planning for the upcoming year. Even if your school is not Title I the following year, the best practices of parent engagement should continue. This meeting should evaluate how well barriers were reduced or eliminated and celebrate the successes of the year.

 

Describe the steps and strategy that will be implemented to conduct the End of Year Developmental Meeting to evaluate Parent and Family Engagement that occurred during the year and to prepare for the upcoming year if the school continues to qualify for Title I, Part A funding.

All parents have the opportunity to participate in all meetings to give input on how the parental involvement plan is organized (improved) and implemented in a timely manner throughout the school year at designated dates and times communicated by sending out flyers, notes in the student planner, and telephone messages. As part of the feedback for each parent session held, we solicit their ideas and desires concerning training and

assistance sessions that they would like to see offered in the future by talking with parents


 

 

and/or feedback forms. All parents are asked to help with making decisions for the parental involvement plan. Agenda items, presentation materials, and meeting minutes will be used to document the process. We will also upload the Parental Involvement Plan to our school's website and make the Parental Involvement Plan available to parents in the Parent Involvement Resource Room in the front office. We will also provide digital feedback opportunities through on-line surveys as appropriate.


 

BUILDING CAPACITY

When a school receives Title I, Part A funds, it is responsible for building the capacity of each parent to improve their child’s academic achievement. This includes activities and strategies for parents to understand challenging State academic standards; State and local assessments; how to monitor their child’s progress and work; literacy training; how to use technology; and other strategies of how parents can assist their child with the learning process. All funds expended under this section should align to this section and to achieving the goals in the Title I Schoolwide plan by engaging parents and families. [ESEA Section 1116 (e)]

 

BUILDING THE CAPACITY OF PARENTS AND FAMILY MEMBERS

 

Reflecting on the needs assessment process, what is an overview of how the school will implement activities that will build the capacity for meaningful parent and family engagement?

Various activities will be offered all year to involve our parents and families. The activities are designed to increase and strengthen family and school partnerships. In addition to educating parents on the performance of their child, strategies and tools will be provided that can be used to help students academically at home. We value input from our stakeholders on activities they recommend and incorporate them into our planning process. Student data is reviewed with families to find the areas of weakness to support their child at home and we create workshops to support this effort. Our workshops cover

topics involving math, reading, science, and positive behavior.

How will the school implement activities that will build relationship with the community to improve student achievement?

We value input from our stakeholders on activities they recommend and incorporate them into our planning process. Student data is reviewed with families to find the areas of weakness to support their child at home and we create workshops to support this effort.

Our workshops cover topics involving math, reading, science, and positive behavior. We will also consider virtual meetings in lieu of in-person for specific meetings, especially if covid restrictions are reinstated. This will provide an additional opportunity/alternative for families whose schedule is limited and will show that we are making a concerted effort to include all families as much as possible. Our parent liaison will also be tasked to reach out to community/faith based partners to provide support for our program and families.

(1) How will the school implement the Title I Parent Resource Room to support Parent and Family Engagement? (2) Explain how the Parent and Family Engagement Room is advertised to parents.

(3) Explain how school staff (teachers and office staff) are trained on how to use the Parent Resource Room with parents.

(1)  Materials are displayed and staff is directed to encourage participation. A check out notebook is set-up to track the materials for use and returning.

 

(2)  A sign is posted in the lobby to encourage parents to visit. The Resource Room will also be showcased during Orientation, Open House, and Parent Events throughout the school year. The Resource Room will also be advertised on the school webpage as well as on social media.

 

(3)  Staff is trained during Pre-Planning on how to use the Parent Resource Room.


 

 

If there are additional ways resources are provided for parents through the use of Title I, Part A funds, how are they provided and what trainings are provided to adequately prepare parents to

use the resources and materials at home with their children?

Our school has used funds allocated for the Parent and Family Engagement room for computers for parent use. As the room is located on an outside corridor, parents are able to access it with ease. Parents have expressed that they are often unable to access the technology at home (FOCUS, etc). We want to provide them with access to technology so they can assist their children. The Title I Parent Liaison will also offer trainings to assist parents on the use of the technology to better help their children with blended learning and other resources.

ARM also allocated Title 1 monies for One School, One Book (https://readtothem.org/programs/one-school-one-book/) This program encourages and enables reading together at home by providing every school with tools, resources, guidance, and support. Read to Them educates families and schools on the benefits and importance of reading aloud at home.

Our new mobile presentation boards will be used to advertise our parent events in arrival/dismissal areas, as well as used during presentations to parents/families. Additional Math and Reading materials have been purchased as teaching and learning resources for our parents as well to check out for home use.

 

PARENT AND FAMILY ENGAGEMENT EVENTS

If Parent and Family Engagement events are funded with Title I, Part A funds, they must be supplemental and cannot supplant activities that are funded with state and local funds. Additionally, events should contribute to the achievement of goals outlined in the Title I Schoolwide Plan.

 

Name of Activity

Person Responsible

What will parents learn that will have a measurable,

Anticipated impact on student achievement

Month Activity will take Place

Evidence of Effectiveness

Example: FASFA and Scholarship Writing Night

Principal Brad Pitt

Parents will learn:

1.       How to complete the parent portions of FASFA

2.       How to research college websites for what their child need for admission

3.       How to use OneDrive and Focus to keep up on graduation indicators

4.       About the most popular scholarship websites and tips for receiving funding

October 2021,

February 2022

Sign-in; Evaluation/ Feedback;

Parent screen shot of completed FASFA parent page;

Evidence of one completed scholarship application after 3 weeks; Completed parent worksheet for the in-state and out of state college admission requirements

Title I Annual Meeting (required – no allocation)

Admin Team

Parents gain understanding on

how the school provides services to

August 2021

Sign-In

 

Evaluation/Feed back


 

 

 

 

support the family and how we are working to remove any barriers that can affect the academic success of their child.

Parents also learn the purpose of Title 1 and how the program affects the functioning of the

school.

 

 

Title I Developmental Meeting (required – no allocation)

Admin Team

All parents have the opportunity to participate in this meeting to give input on how the parental involvement plan is organized (improved) and implemented in a timely manner throughout the school year.

Parents will also give input on a variety of scheduled meetings and the various parent nights offered throughout the

school year.

March 2022

Sign-In

 

Evaluation/Feed back

 

Parent participation during meeting/ quality of feedback

 

Parent participation rates to school- wide events throughout the year

Literacy Night (see budget)

Reading Coach

 

Reading Interventionist

 

Principal

 

Asst. Principal

 

Media Specialist

Parents will be provided tools and strategies that will help their child become better readers.

Strategies to improve student comprehension, fluency, and vocabulary. Parents and families will also participate in the One School, One Book program during this event. This event will be the kick-off to the

additional activities

January 2022

Sign in sheets, agenda, feedback forms Increased reading scores via iReady, Achieve 3000, PMA, FSA


 

 

 

 

the program implements to help foster a love of reading and build literacy as a family.

 

 

Math/ Science Night (see budget)

Math Coach Principal Asst. Principal

Parents will be taught various strategies using hands on activities to help students at home.

Provide parents with additional support at home for increasing math skills in

computation, number sense, and geometry.

November 2021

Increase students’ math scores evidenced by i- Ready and PMA data.

Sign in sheets, agenda, feedback forms

Parent Technology Workshop (see budget)

Principal

 

Assistant Principal

 

Coaches

 

Parent Liaison Lead

 

Technology Teacher

Parents will participate in hands- on activities that will promote the online platform (Microsoft Teams, FOCUS, and OneView applications

October 2021

Increase parent participation in accessing student’s information.

FSA Night (see budget)

Principal

 

Assistant Principal

 

Coaches

 

3-5 Math Teachers

 

3-5 Reading Teachers

We will provide strategies to improve student comprehension, fluency, and vocabulary.

We will provide strategies to improve student math skills in computation, number sense, and geometry. We will provide parents with test taking skills and strategies to prepare students for testing. Information session about the FSA.

February 2022

Sign in sheets, agenda, feedback forms, increased parent participation, and increase in student reading and math scores

Donuts with Dad (see budget)

Principal Asst. Principal

Parents will spend time engaged in academic games in literacy and math. The academic

games will focus on

March 2022

Number of Participants, Evaluation Form, sign-in sheets


 

 

 

 

ways parents can help their child achieve academically through games and activities that can

be done at home.

 

 

Muffins with Mom/Academic Engagement (see budget)

Principal Asst. Principal

Parents will spend time engaged in academic games in literacy and math. The academic games will focus on ways parents can help their child achieve academically through games and activities that can

be done at home.

October 2021

Number of Participants, Evaluation Form, sign-in sheets

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Schools may add or remove rows as needed.


 

PARENT COMPACT

 

The LEA shall ensure that each participating school, in conjunction with the parents of participating students, has jointly developed a school-parent compact that describes the school's responsibility to provide high quality curriculum and instruction in a supportive and effective learning environment; addresses the importance of ongoing communication between teachers and parents; describes the ways in which each parent will be responsible for supporting their child's learning; and is discussed with parents of elementary aged students.

 

As a Title I school, what evidence will you provide that will show that you have jointly developed a school-parent compact and that conferences were held with parents describing the compact?

At the PFEP Developmental Meeting, the proposed School-Parent Compact will be presented to stakeholders, and they will be offered the opportunity to suggest improvements and/or changes to better serve our students. Compacts will also be discussed with parents during the Annual Title 1 Meeting and used at parent- teacher conferences throughout the school year. A sample will be collected from each grade level providing evidence.

How will the principal ensure required conferences are implemented with ALL parents pertaining explaining the Parent Compact?

We will create a Parent-Teacher Conference Form that will be completed by each teacher when they hold a conference which will include notes taken, discussion of School-Parent Compact, and signatures for both the parent and teacher.


 

INSTRUCTIONAL STAFF

The LEA shall ensure that each school implementing a Title I program devotes sufficient resources to effectively carry out high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all students to meet the state's academic achievement standards.

 

The LEA shall ensure that all instructional staff working in schools, funded wholly or in part with Title I, Part A, meet the statutory requirements of being state certified. The LEA must ensure instructional paraprofessionals work under the direct supervision of a teacher.

 

If the LEA hires teachers or paraprofessionals to provide Title I services to private school students, the LEA shall ensure the teachers are state certified and paraprofessionals are highly qualified. The LEA shall ensure that paraprofessionals providing direct instruction to participating students are under the direct supervision and in close and frequent proximity to a state-certified public school teacher.

 

As a Title I school, what evidence will you provide that will show that you (1) notification informing parents that their child was assigned or was taught for four or more consecutive weeks by a teacher who was not properly licensed or endorsed (2) provided a list of teachers who were ineffective, out-of-field, or inexperienced according to the statewide definitions

described in Florida’s Approved ESSA State Plan.

1)     The Federal Every Student Succeeds Act of 2015 (ESSA) requires all schools to notify parents or guardians after a class has been taught for four consecutive weeks by a teacher who is not considered “State Certified” for that specific subject area. We will send home the Four Week Notice to applicable parents.

2)      We will provide parents a copy of the ‘Right To Know’ letter at multiple times during the school year. The school will maintain a list of teachers identified as ineffective, out-of-field, and inexperienced and within digital compliance.


 

BUILDING THE CAPACITY OF TEACHERS AND STAFF MEMBERS

When a school receives Title I, Part A funds, it is responsible for educating teachers, specialized instructional support personnel, administrators, 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. To the extent possible, parents should be involved in the development of training for teachers and educators to improve the effectiveness of training. [ESEA Section 1116(e)(3)]

 

Describe the professional development activities the school will provide to educate teachers, specialized instructional support personnel, principals, and other school leaders and other staff

on…

1.    The assistance of parents and families and in the value of their contributions.

2.    How to reach out to, communicate with, and with parent and families as equal partners.

3.    Implementing and coordinating parent and family programs and building ties between parent and families and the school.

 

 

Name of Activity

Person Responsible

Correlation to Student Achievement

Month Activity

will take Place

Evidence of Effectiveness

 

 

Poverty Simulation with the Title I team

Mr. Black

Improved ability for staff to work with parents and families

Dec 2021

Sign-in sheets, evaluation sheets, follow up with teachers

 

 

PD on Required School-Parent Compact and best practices for parent-teacher

conferences

Admin

 

School Counselor

Increased parental communication and involvement will lead to increased student

achievement

Oct 2021

Signed Parent Compacts

 

Increased number of Parent- Teacher conferences

 

 

Customer Service Training

Admin

We will conduct a teacher training at an ERD that specifically addresses how to build rapport with all stakeholders and business partners and quality customer service. Training will consist of….

Educating staff on how to build relationships with outside stakeholders through conversations that include positive aspects of the school,

volunteering in the community,

Nov 2021

Sign-in sheets, evaluation sheets, follow up with teachers

 


 

 

 

 

 

attending student events outside of the school, etc.

How to encourage parents and stakeholders to attend SAC and PTA and what it

looks like to be an effective member.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

COLLABORATION OF FUNDS

 

 

 

Choose all that apply

 

Grant Project, Funding Source, or Program

Explain how the school coordinates and integrates school level Parent and Family Engagement funds, programs, and activities with other Funds and Programs.

[ESEA Section (a)(2)(C)]

IDEA - The Individuals with Disabilities Education Improvement Act

The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living. Title I seeks to educate families on how to work with students falling under IDEA at home to be successful in the classroom and give families strategies for providing a safe

environment.

VPK - Voluntary Pre-Kindergarten

 

Title I, Part D – Prevention and intervention programs for children and youth who are Neglected, Delinquent or At Risk.

The Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent or At Risk. Title I seeks to provide training and resources to families to help their children be successful in school, graduate on time, and become college and

career ready. Title I also seeks to furnish families with strategies for a safe environment.

Title IX, Part A - The McKinney- Vento Homeless Assistance Act provides equitable opportunities to children and youth experiencing homelessness.

The school is notified when students fall under the McKinney-Vento Homeless Assistance Act and our School Counselor provides/finds support and resources for these families.

SAI - Supplemental Academic Instruction – Super Categorical fund created to assist districts and schools provide supplemental instructional opportunities.

SAI funds are utilized for providing additional tutoring to students that are at risk or need additional support.

Parents are involved in events that were designed to help improve student achievement. Through the use of both funds, our school works to help improve student achievement for all students and especially our students

that are at risk.

Title II, Part A – Supporting Effective Instruction through professional development

targeted to administrators and teachers.

 

Title III, Part A – Helping English Language Learners achieve English proficiency

The school will provide translation of materials as needed.

All testing will include allowable accommodations for each ELL student.

Parents will be encouraged to attend all events.

Schools may add lines as needed.