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Parental
Involvement
Policies and
Compacts
The Findings Empowerment
The Policy The Compact
State and Federal Initiatives Team
September 3, 2014
The Findings
The
Key
Stakeholders
School Administrators
Teachers and Paraprofessionals
Other Support Staff
Parents and Families
Local Community Members
Elementary Secondary Education Act (ESEA) describes
parental involvement as the participation of parents in regular,
two-way, meaningful communication involving student
academic learning and other school activities, including…
Parent Involvement
Parental
Involvement
That parents play an integral role in assisting their child's
learning;
That parents are encouraged to be actively involved in their
child's education at school;
That parents are full partners in their child's education and are
included, as appropriate, in decision-making and on advisory
committees to assist in the education of their child.
U. S. Department of Education, Title I, Part A
REMEMBER! All information regarding student interpretive,
descriptive, and diagnostic reports, plans, policy, compact,
newsletter, parent meetings, and other required correspondence
should be given in an understandable and uniform format, and to
the extent practicable, in a language the parents can understand.
Language Format
A Key Document
This publication can be ordered or downloaded at
www.esc16.net
Scroll down and click on Statewide Title I Initiative
icon
Click on Publications
Click on Parental Involvement Policy OR
Click on order form
The LEA shall develop jointly with, agree on with,
and distribute to, parents of participating children a
written parent involvement policy that shall be
incorporated into the LEA’s plan developed under
section 1112 and establishes the expectations for
parent involvement…
Public Law (P.L.) 107-110, Section 1118 (a)(2)
Each school served under Title I, Part A shall jointly
develop with, and distribute to, parents of
participating children a written parental involvement
policy, agreed upon by such parents, that shall
describe the means for carrying out the (parental
involvement) requirements…
P.L. 107-110, Section 1118 (b)(1)
DISTRICT
Parental
Involvement
Policy
At a minimum the district policy must address…
Statement of Purpose (recommended, not required)
Coordination of Programs
Annual Evaluation of Effectiveness of District PI Policy
Reservation of Funds (recommended, not required)
Developing the Policy with Parents
Involving Parents in Developing Title I Plan (District Improvement Plan)
Providing Coordination and Assistance to Schools
Building Capacity of Schools and Parents
District Parent
Involvement
Policy
Checklist
At a minimum the campus policy must address…
Statement of Purpose (recommended, not required)
School-Parent Compact
Timely Information including Curriculum and Assessment
Flexible Meeting Times (and Venue)
Annual Evaluation of Effectiveness of Campus PI Policy
Developing the Policy with Parents
Conducting an Annual Meeting
Involving Parents in Developing Schoolwide Plan (Campus Improvement Plan
Building Capacity of Schools and Parents
Campus
Parental
Involvement
Policy
School Parent
Involvement
Policy
Checklist
Consider the findings…
Higher Student Achievement
Improved Student Behavior
Bridging the Cultural Gap
Students of All Ages Benefit
Better Quality Schools
Consider
the
Findings…
Grade 9
Longitudinal
Graduation and
Dropout Rates,
Class of 2013
Region 10
Class
Graduated Number
Graduated Rate (%)
Continued Number
Continued Rate (%)
Received GED Number
Received GED Rate (%)
Dropped Out Number
Dropped Out Rate (%)
Graduated, continued, or received GED Number
Graduated, continued, or received GED Rate (%)
51,267
44,864
87.5%
2,866
5.6%
242
0.5%
3,295
6.4%
47,972
93.6%
Grade 9 Longitudinal Graduation and Dropout Rates, Class of 2013 Region 10
Grade 9
Longitudinal
Graduation and
Dropout Rates,
Class of 2013
Region 10
Class
Graduated Number
Graduated Rate (%)
Continued Number
Continued Rate (%)
Received GED Number
Received GED Rate (%)
Dropped Out Number
Dropped Out Rate (%)
Graduated, continued, or received GED Number
Graduated, continued, or received GED Rate (%)
328,584
289,298
88.0%
14,960
4.6%
2,692
0.8%
21,634
6.6%
306,950
93.4%
Grade 9 Longitudinal Graduation and Dropout Rates, Class of 2013 State
-Graduated- -Continued- -Received GED- -Dropped out- -Graduated,
continued, or
received GED-
Group Class Number Rate (%) Number Rate (%) Number Rate (%) Number Rate (%) Number Rate (%)
African American 10,411 8,636 83 689 6.6 56 0.5 1,030 9.9 9,381 90.1
American Indian <350 - 87.6 - 5.5 - 0.3 - 6.6 - 93.4
Asian <2,750 - 94.3 - 3.1 - 0.1 - 2.5 - 97.5
Hispanic 19,381 16,192 83.5 1,542 8 75 0.4 1,572 8.1 17,809 91.9
Pacific Islander <100 - 85.7 - 1.6 - 0 - 12.7 - 87.3
White 17,448 16,298 93.4 498 2.9 99 0.6 553 3.2 16,895 96.8
Multiracial 868 787 90.7 33 3.8 8 0.9 40 4.6 828 95.4
Economically Disadvantaged 24,774 20,869 84.2 1,718 6.9 120 0.5 2,067 8.3 22,707 91.7
Female 25,178 22,662 90 1,130 4.5 83 0.3 1,303 5.2 23,875 94.8
Male 26,089 22,202 85.1 1,736 6.7 159 0.6 1,992 7.6 24,097 92.4
Grade 9 Longitudinal Graduation and Dropout Rates, Class of 2013 Region 10
-Graduated- -Continued- -Received GED- -Dropped out- -Graduated,
continued, or
received GED-
Group Class Number Rate (%) Number Rate (%) Number Rate (%) Number Rate (%) Number Rate (%)
African American 44,189 37,162 84.1 2,352 5.3 298 0.7 4,377 9.9 39,812 90.1
American Indian <1,500 - 85.8 - 4.4 - 1.3 - 8.5 - 91.5
Asian 12,058 11,312 93.8 360 3 21 0.2 365 3 11,693 97
Hispanic 155,160 132,051 85.1 9,153 5.9 1,307 0.8 12,649 8.2 142,511 91.8
Pacific Islander <450 - 89.5 - 4.7 - 0.5 - 5.3 - 94.7
White 109,915 102,213 93 2,845 2.6 996 0.9 3,861 3.5 106,054 96.5
Multiracial 5,345 4,899 91.7 165 3.1 48 0.9 233 4.4 5,112 95.6
Economically Disadvantaged 162,779 138,630 85.2 8,868 5.4 1,493 0.9 13,788 8.5 148,991 91.5
Female 161,039 145,457 90.3 5,865 3.6 971 0.6 8,746 5.4 152,293 94.6
Male 167,545 143,841 85.9 9,095 5.4 1,721 1 12,888 7.7 154,657 92.3
Grade 9 Longitudinal Graduation and Dropout Rates, Class of 2013 State
Grade 9
Longitudinal
Graduation and
Dropout Rates,
Class of 2013
Region 10
Grade 9 Longitudinal Graduation and Dropout Rates
Graduated
Rate: 88%
Continued
Rate 4.6%
Received GED
Rate 0.8%
Dropped Out Rate 6.6%
Graduated, continued, or received GED
Rate 93.4%
Grade 9 Longitudinal Graduation and Dropout Rates Class of 2013, Region 10
Graduated
Rate: 83.7%
Continued
Rate 8.0%
Received GED
Rate 0.8%
Dropped Out Rate 7.5%
Graduated, continued, or received GED
Rate 92.5%
Grade 9 Longitudinal Graduation and Dropout Rates Class of 2010, Region 10
Parent
Empowerment
Parent
Empowerment
Framework
Strong family engagement is essential
Home-school partnerships need to be ongoing,
comprehensive, purposeful, and relentless
Meaningful engagement has often been difficult to maintain
Often limited to P-T conferences
Some parents are involved
Need a system in place that empowers parents in the life of
the school
Parent
Involvement
Continuum
Parent Empowerment Framework School Culture/Climate: Develop a family engagement system that cultivates and empowers adults to jointly support student achievement. Vision/Commitment Welcoming/Supportive Environment Meaningful two-way communication Include parents in decision-making Volunteering Collaborating with Community Surveys Parent and Staff Training Outreach Responsiveness
Building Capacity: 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…
MUSTS: Assistance to parents Educate teachers and staff Coordinate and integrate PI program-transition,
resource center Information in a format and language parents
understand Provide other reasonable support for PI activities
MAY: Literacy Training Transportation & Childcare Train parents to train parents Meetings at flexible time Model approach to improve PI Parent-advisory committee
Compliance: Family Engagement has always been a centerpiece of Title I, and includes specific statutory requirements pertaining to effective family engagement. School-Parent Compact Written PI Policy Parent’s Right to Know Language and Format Annual Report Card School Improvement Process
State
Accountability
Campus-Level
Interventions:
History
Prior to 2013-14, two accountability systems:
Texas Accountability System
Federal Accountability System
2013, TEA submitted a waiver to USDE:
USDE approved waiver
Allow Texas to operate under one system that
would meet state and federal requirements
New System Measures Four Indices
Index 1
Student Achievement
Index 2
Student Progress
Index 3
Closing Performance Gaps
Index 4
Postsecondary Readiness
Student
Achievement
Student
Progress
Closing
Achievement
Gaps
Postsecondary
Readiness
STAAR Satisfactory performance
All students (only)
Combined over all subject areas
Index 1
Student
Achievement
Student progress to satisfactory or advanced
performance levels
Ten student groups evaluated
All students
Each race/ethnicity
Students w/disabilities
English Language Learners (ELL)
Index 2
Student
Progress
Achievement gaps measures for satisfactory and
advanced levels
All subjects (R, M, W, S, and SS)
Economically disadvantaged always evaluated
Two lowest performing race/ethnicity student groups
Index 3
Closing
Performance
Gaps
Measures postsecondary readiness
Credit based on average of two postsecondary
indicators:
Graduation rates/diploma plans
STAAR postsecondary readiness
Index 4
Postsecondary
Readiness
Assigned
Ratings
Each year district/campus is assigned a rating:
“Met Standard”
“Improvement Required”
6th
Consecutive
Year
Repurpose, or
Provide Alternative Management, or
Closure,
Per Commissioner of Education Order
Written petition is available for campuses in
their 6th year of unacceptable performance that
are subject to repurposing, alternative
management or closure. A written petition is
triggered by:
Parents of a majority of the students enrolled at the campus and
comply with other requirements
Board of Trustees, if in disagreement with requested action by
parents, can submit a new proposal
School /
Culture
Climate
Ensure communication is regular, meaningful, and two-way regarding
student achievement
Include parents in decision-making processes, such as Site-based
Committees and Parent Advisory Committees **
Involve parents in the campus planning process **
Volunteer in the classroom and/or the school
Observe the activity in your child’s classroom
Warmly and professionally greet families when arriving at the school
** REQUIRED
Parent/Family/Community Considerations:
Building
Capacity
MUST:
Assist parents to understand state and district standards and
assessments
Provide materials and training to parents to work with their children
Educate teachers and pupil services personnel to value parents and to
develop better communication with families
Provide information to families in a timely manner and in a uniform format
and in a language parents can understand
Provide reasonable support for parental involvement activities
Parent/Family/Community Considerations:
Compliance
Participate in annual Title I Meeting
Participate in development, evaluation and review of Parental
Involvement Policy
Participate in development of School-Parent Compact
Participate in Comprehensive Needs Assessment process – data
analysis and compilation of findings
Participate in Parent-Teacher conferences (required at Elementary)
Request frequent reports on child’s academic progress
Parent/Family/Community Considerations:
Best
Practices
Complete and return surveys
Participate in parent organizations that support academic achievement
Work with campus to plan enhanced family engagement activities
Actively support community organizations that promote student
development and success
Establish a school-community partnership team
Initiate positive conversations with your child about school activities and
classroom learning
Provide a consistent time and space for your child to complete his/her
homework
Parent/Family/Community Considerations:
SB 738
Overview
Aka
“Trigger
Law”
The basic concept of the statute is that parents
have the ability:
To intervene in their child’s school if it is
performing poorly for five consecutive years
On the sixth year, a written petition signed by the
parents of a majority of the students enrolled at the
campus, and specifying the action requested to
remediate the low performing school
Three
Intervention
Options
1) Repurposing of the campus
2) Alternative management of the campus
3) Closure of the campus
Definition
of a
Parent
The parents of more than 50% of the students
enrolled at the campus must provide the
handwritten or typed name of the student and the
parent, and an original signature of the parent on
the petition.
Written
Petition
Timeline
A written petition must be finalized and submitted
to the district superintendent no later than October
15 for purposes of validation.
Determination
of a Valid
Written
Petition
Only a written petition determined to be valid in
accordance with legal statute and TEA
procedures may be submitted to the
commissioner.
TEA
Model
Forms
Texas Education Code Written Petition for Campus Sanction
Forms include:
Written Petition for Campus Sanction
Verification of Adopted Parent Petition for Campus Sanction Action
Verification of Board Request for Campus Sanction Action
Parent Petition for Campus Sanction Action (Sign in-sheet)
Texas Administrative Code
www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769807717&libID=25769807719
SB 738 Overview Aka “Trigger Law”
The basic concept of the statute is that parents
have the ability to intervene:
BUT, a local school board may propose an
alternate plan that the Commissioner of
Education must consider.
The Commissioner of Education shall order repurposing, alternative
management, or closure of a campus, if the campus is assigned an
unacceptable performance rating for the third consecutive year after
reconstitution is required to be implemented. This affects only a very small
number of campuses each year. Individual correspondence describing the
actions the commissioner will take is sent directly to those campuses.
If a valid parent petition or board of trustees
submission requests that the commissioner
order campus repurposing, the district must
submit a comprehensive plan, no later than
January 30.
REPURPOSING
Commissioner
Order
The commissioner will order a sanction no later
than February 15.
The sanction shall be implemented for the
subsequent school year regardless of the state
academic accountability rating assigned to the
campus in that school year.
Understanding
SB 738
Carefully examine:
TEC 39.107
TAC 97.1065
SB 738 Overview
Enacted
Bill
Qualifying
Schools
% Signatures
Required
Time to Collect
Signatures
Intervention
Options
Local Public
Hearings
Local School
Board Options
State Options
SB 738
Low-performing for 3 consecutive years after 2 years of reconstitution
Signed by the parents of a majority of the students enrolled
Not specified
-Repurposing of the campus -Alternative management of the campus -Closure of the campus
Not required, but would be best practice
Recommend to Commissioner a different action than that specified by the parents’ petition
Commissioner must order the action requested by parents unless school board requests a different intervention, the commissioner can choose to accept the board’s request
“In this complex world it takes more than a
good school to educate children. It takes
more than a good home. It takes these two
major educational institutions working
together.”
-Dorothy Rich
The Policy
Statement
of
Purpose
Vision and Goals
Participation of
Stakeholders
Student
Achievement
Statement of
Purpose
The statement of purpose should:
Express the parental involvement goals or vision of your district and
campuses.
State how parental involvement can improve student academic
achievement and school performance. This may include a statement
about providing extra assistance to students with need.
Emphasize the participation and expectations of all key stakeholders –
parental input is required.
Statement of
Purpose
“Example ISD” believes every child should have the opportunity to
attain his/her full potential. Therefore, “Example ISD” will maximize its
resources to enable each child to become a successful learner. A key
resource is its people: administrators, teachers, school staff, parents,
and community members. We will work together to establish effective
partnerships; together everyone achieves more. School and home
must work together to realize higher student achievement. Ongoing,
two-way, meaningful communication will occur to facilitate mutual
understanding and to stimulate student success.
Statement of
Purpose
“Example ISD” will provide to all parents the grade level goals
for its students. “Example ISD” will also publish the state
standardized assessment schedule and assessment goals.
Those students that need extra assistance will have access to
programs that will help them reach these goals. The goal of our
parental involvement program is student success.
Developing
the Policy
and Plan
Develop jointly with parents.
Include a representative group of parents
Schedule convenient meeting times and venues
Utilize funds to provide transportation or child care, if
appropriate
Agree upon together and distribute to parents
Developing
the Policy
and Plan
Parents shall be notified of the policy in an understandable
and uniform format.
The policy should be available in a language parents
understand.
The policy shall be made available to the local community.
The policy shall be reviewed and revised to meet changing
needs.
The district parental involvement policy shall be incorporated into the
district improvement plan.
The campus parental involvement policy shall be incorporated into
the (schoolwide) campus improvement plan.
Parents shall be involved in the development of the parental
involvement policy, the school-parent compact, AND the
district/campus improvement plan.
Developing
the Policy
and Plan
An advisory committee will be formed consisting of “xx” parents, “xx”
community members, “xx” teachers and staff, and “xx” principals or
administrators to develop and revise the “Example ISD” Parental
Involvement Policy. The need for volunteers to serve on this committee
will be publicized and then volunteers will be selected. The parent
volunteers will represent the diversity of the student population, and one
or more parents on the advisory committee will have children
participating in a Title I program. The advisory committee will convene
at a time and place convenient to all its members.
Developing
the Policy
and Plan
Additionally, “Example ISD” understands that the parental
involvement policy is a part of the larger district and campus
improvement plans. The advisory committee will also provide
input regarding the development and revision of the district
and/or campus improvement plan as it pertains to parental
involvement and family engagement.
Developing
the Policy
and Plan
District Wide
Parental
Involvement
Policy Sample
Template
School
Parental
Involvement
Policy Sample
Template
Shall provide assistance to parents in
how to monitor a child’s progress, and
how to understand state standards and
assessments
Shall provide materials and training to
help parents work with their children to
improve student achievement
Building Capacity
Building
Capacity
Shall provide training to teachers and school personnel with the
assistance of parents to value the contributions of parents, to work with
parents as partners, and build ties between parents and the school
Shall, to the extent feasible, coordinate and integrate parental
involvement strategies under other programs
Shall provide information to parents in a uniform and understandable
format and, to the extent practicable, in a language parents can
understand
May involve parents in the development of
training for teachers
May provide necessary literacy training
May pay reasonable expenses associated with local
parental involvement activities
Building Capacity
Building
Capacity
May train parents to help other parents become more
involved
May arrange school meetings at a variety of times or conduct
in-home conferences
May adopt and implement model approaches for parental
involvement
May establish a districtwide parent advisory committee
May develop appropriate roles for community-based
organizations in parental involvement activities.
May establish a districtwide parent advisory council
to provide advice on matters related to parental
involvement
Building
Capacity
“Example ISD” values the partnership of the parents
in their children’s education. There are many ways
parents can make significant contributions to student
success both at home and by volunteering at the
school. Student achievement is the result of effective
home-school-community partnerships. (List specific
building capacity strategies.)
Building
Capacity
Coordination
of Programs
Coordinate and integrate parental involvement strategies
with other programs, especially pre-school programs
Assess the needs of the parents and children in the school
community using a variety of assessment tools and develop
effective programs to address those needs or revise
existing programs
“Example ISD” will develop a partnership with public pre-school programs (list
programs by name). Parental involvement strategies will be coordinated to assist the
transition from pre-school to elementary school.
Annually “Example ISD” will assess the needs of the parents and children in the school
community using a variety of tools including a survey or questionnaire. The findings
will be used to revise the Title I program to meet the current needs. Workshops or
other training will be made available to educators and parents to address these needs.
Parents will be notified about training opportunities.
Coordination
of Programs
Evaluation
The GOAL of the parental involvement program is to implement effective
parental involvement activities to improve student academic achievement and
school performance.
The ROLE of the district and campus is to provide assistance and resources to
facilitate the parental involvement program.
Annual evaluation of the content and effectiveness of the parental involvement
program.
Evaluation
Perform a needs assessment using a variety of tools
Identify possible barriers that limit parent and family
participation in the parental involvement program
Revise policies as necessary
“Example ISD” will work with its Title I Advisory Committee to evaluate
the effectiveness of the Parental Involvement Program. Surveys,
classroom observation, assessment data, and other resources will be
used to determine the needs and develop revised strategies for student
success. Parental input will be sought. Revisions to the Title I Program
and the Parental Involvement Policy will be developed and agreed upon
with parent input and will be communicated to the parents in the district
or school.
Evaluation
Reservation
of Funds
If the Title I Part A allocation is $500,000 or more, then at least 1% must be set aside for implementation of the parental involvement program.
Parents must be involved in deciding how these funds will be allotted for parental involvement activities.
If the Title I part A allocation is less than $500,000 no money is required to be reserved, but the district and campus are still required to provide a parental involvement program and services.
Calculating
the
Set-Aside
Title I Funds 1% for PI 95% of 1%
500,000 5,000 4,750
875,000 8,750 8,312
1,430,000 14,300 13,585
Reservation
of Funds
“Example ISD” is required to set aside at least 1% of its Title I
funds for the purposes of parental involvement. Those funds
will be divided among the Title I campuses. The campus
principal will consult with the Title I Advisory Committee about
allowable and programmatic use of the funds. The campus
principal will then authorize the use of the funds designated
for parental involvement.
Annual Meeting
Schools must convene an annual meeting in order to:
Inform parents of the Title I schoolwide or targeted assistance programs and
the parents’ right to be involved.
Describe how regular and flexible meetings will be held to ensure
participation.
Describe how parents will be provided information about school
performance, expected proficiency levels, academic assessments, and
school curriculum.
Explain how parents can participate in decisions relating to the education of
their children.
Annual
Meeting
“Example ISD” will hold an annual meeting during the first six weeks of the new
school year for all parents. At that meeting the Title I program will be
described, the Parental Involvement Policy will be distributed and reviewed,
and opportunities for parental participation will be explained. Parent volunteers
will be recruited to serve on the district or campus Advisory Committee.
The annual meeting will be held twice for the convenience of parents and
translators will be present at each meeting. Parents will be informed about the
meeting in the newspaper, by e-mail, and notices sent home with students.
Since the goal of “Example ISD” is student success, the expectations
for school performance, individual student assessments, and grade
level curriculum will be provided in a format parents can understand.
Parents will be advised that the effectiveness of the Parental
Involvement Program will be evaluated annually and the policy will be
revised to meet the needs of the students, school, parents, and
community.
Annual
Meeting
The Compact
Compacts are required at the campus level only, AND
teacher-parent conferences are required at the
elementary school where the compact is discussed as it
relates to the individual child’s achievement.
Compacts are developed jointly by school administrators
and teachers along with parents.
School-
Parent
Compact
School-
Parent
Compact
The school-parent compact must address:
The responsibility of the campus to provide high-quality
curriculum and instruction and the ways in which parents
will be responsible for supporting their children’s learning.
The importance of ongoing communication and means of
communication (parent-teacher conferences, progress
reports, access to staff).
The Title I schools of “Example ISD” will consult with each school’s Parent Advisory
Committee to annually develop, review, and revise the school-parent compact. The
compact will identify the responsibilities of the staff to provide high-level curriculum and
instruction, and the expectations of the parents to provide support in their children’s
learning. The compact will address the best ways to maintain positive, timely
communication between school and home. The compacts will be available to all
parents and families in the student handbook, on the school website, and it will be
discussed at parent-teacher conferences in the elementary schools.
School-Parent Compact
Compact Publication
This publication can be ordered or downloaded at
• www.esc16.net
• Scroll down and click on Statewide Title I Initiative icon
• Click on Publications
• Click on School–Parent Compact (Include CD) OR
• Click on order form
Board
Approved?
TEA, NCLB Coordination: The district parental involvement policy must follow
the procedures set by the local education agency's school board. Whatever
the procedures and/or processes are, they must be followed for this policy
also.
Non-Regulatory Guidance, Title I Part A, Parental Involvement: The
sample template includes a concluding section entitled “Adoption.” It appears
USDE expects the district policy to be board approved, but the non-regulatory
guidance is non-binding. Translation: it is NOT required by law.
It’s good practice.
Parental Involvement Policy - SASA Answers to Policy Questions
Related to the Approval of Parental Involvement Policies
Merely because the Title I statute uses the word "policy" in the context of parent involvement
does not determine whether a district's parent involvement "policy" must be reviewed by a
local school board. Whether such a "policy" must be reviewed as a local decision. Section
1118(a)(2) of Title I describes what a Title I parent involvement policy must include. If these
are not the types of matters that a school board would normally review, the mere fact that
the statute uses the word "policy" should not be determinate. It must be in writing, however,
and must be agreed to by parents of participating children. Further, a district must be able to
implement its "policies" through whatever review process the district requires.
Concluding
Statement
“Example ISD” is committed to the success of students. We will work
together with parents to monitor the effectiveness of our Parental
Involvement and Title I Programs and to provide excellence in education.
This policy will be promoted by the administrators, principals, and other
school staff as we seek active participation by our parents and families
and community.
Date:
Statewide
Parental
Involvement
Conference
The CAPstone
Region 10 ESC Parent
Involvement Quarterly
Newsletter
The Parental
Involvement
Connection
Title I Statewide School
Support Initiative and
Family and Community
Engagement Newsletter
Contacts
Community and Parent Involvement
Lauren A. McKinney, M.Ed.
Title 1 and No Child Left Behind
Nerissa Erickson, M.Ed.
