Title I Handbook
Title I Handbook
Revised 04.30.2023
A Guide to Title I Services in Fluvanna County Public Schools
TABLE OF CONTENTS
Title I Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Title I Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Qualifications for Teachers and Paraprofessionals . . . . . . . . . . . . . . 5 Roles in the Title I Program . . . . . . . . . . . . . . . . . . . . . . . . 6 Professionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Operational Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Complaint Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Title I Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . 19 Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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The purpose of this document is to provide explanations of the elements of Title I for use by parents and school-based personnel in their work with and for students and their families.
TITLE I STAFF
Gemma Soares
Director of Elementary Instruction and Federal Programs
Central Office
Central Elementary
Reading Specialists
Jaime Nuckols
Beverly Proffitt
Cynthia Peck
Literacy & Math Instructional Assistants
Linda Christian
Brandi Kennedy
Lauren Payne
Anna Smeds
Carysbrook Elementary School
Reading Specialist
Sarah Parker
Literacy & Math Instructional Assistants
Jennifer Falcone
Robert Flood
Amy Painter
The School Board is committed to nondiscrimination with regard to sex, sexual orientation, gender, gender identity, race, color, national origin, disability, religion, ancestry, age, marital status, pregnancy, childbirth or related medical conditions, military status, genetic information or any other characteristic protected by law. This commitment prevails in all of its policies and practices concerning staff, students, educational programs and services, and individuals and entities with whom the Board does business. Mr. Don Stribling, Executive Director for Human Resources, Operations, and Student Services, is designated as the responsible person (Compliance Officer) regarding assurances of nondiscrimination. Any complaint alleging discrimination based on a disability shall be directed to Ms. Jennifer Valentine, Director of Special Education (the Section 504 Coordinator). Both may be reached at the following address: 14455 James Madison Highway, Palmyra, VA 22963; telephone (434) 589-8208. The Fluvanna County School Board is an Equal Opportunity Employer.
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TITLE I BACKGROUND
Title I of the Elementary and Secondary Education Act of 1965 (ESEA) is the largest federally funded education program. The overall purpose of Title I is to
give funds to schools with high concentrations of children living in poverty in order to provide special assistance for children who are not achieving well
academically or who are at risk of educational failure. In addition, the main goal of the Title I grant is to ensure that all children have a fair, equal and significant
opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and
assessments.
The Every Student Succeeds Act was signed into law on December 10, 2015.
ESSA includes provisions that will help to ensure success for students and
schools. Below are just a few. The law:
● Advances equity by upholding critical protections for America’s disadvantaged and high-need students.
● Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.
● Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students’ progress toward those high standards.
● Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators.
● Sustains and expands historic investments in increasing access to high-quality preschool.
● Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.
There are two primary models for serving students in a Title I school: school-wide programs and targeted assistance programs. In school-wide programs, Title I funds may be combined with other federal, state and local funds to upgrade the entire educational program of all students in the school. In contrast, Title I funds in targeted assistance programs may only be used to provide services to eligible children identified as having the greatest academic need. Both school-wide and targeted assistance programs must be based on research-based effective means of improving student achievement and
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strategies to support parental involvement. Central Elementary and Carysbrook Elementary are school-wide Title I programs.
FOCUS SCHOOL STATUS
Fluvanna County Public Schools is a fully accredited school system.
QUALIFICATIONS FOR TEACHERS AND PARAPROFESSIONALS
Under ESSA and §22.1-298.1 of the Code of Virginia, students must be taught by teachers who are properly licensed and endorsed for the classes they are
assigned to teach. In general, teachers must have full certification, a bachelor’s degree, and demonstrated competence in subject knowledge and teaching.
Parents of students in Title I schools are guaranteed annual notification of their “right to know” about teacher qualifications by the school division. This means
parents may request and receive information regarding the professional qualifications of their child’s teacher(s) from the school division.
All Title I instructional paraprofessionals have a secondary school diploma or its recognized equivalent. However, Title I paraprofessionals whose duties include
instructional support and who were hired after January 8, 2002, have completed two years of study at an institution of higher education; or obtained an
associate’s (or higher) degree; or met a rigorous standard of quality and be able to demonstrate, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).
Each school division shall ensure that all paraprofessionals are assigned duties specific to the position. Certain funds shall be used for ongoing training and
professional development.
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ROLES IN THE TITLE I PROGRAM
Division Coordinator of Title I
The Title I Coordinator shall be responsible for administration and supervision of all phases of the approved Title I program. S/he may attend the DOE Federal
Program administrator’s institute each year to keep current on regulations and responsibilities and will continuously stay updated on federal and state
information concerning Title I.
Aside from implementing and coordinating all phases of the project with the Title I team, the coordinator shall be responsible for keeping accurate financial records and submitting financial reports. The coordinator shall maintain effective communication with the staff and parents, establish an advisory committee,
submit all required reports, and keep the superintendent and board informed in regard to the Title I program in the division.
Principal
The principal has a major role in implementing the Title I Program in his/her school. In consultation with the Title I teacher(s) and under the established
federal guidelines, the principal facilitates the role of the Title I teacher(s) within the total educational program.
The principal will:
1. provide support for the Title I Program regarding
● integration of the Title I Program in the total school curriculum
● community relations
● appropriate working area, equipment and materials
● released time for professional growth of Title I teachers
o to attend professional development, conferences and professional meetings that meet the program requirements of being intensive, high-quality and sustained over time.
o to observe other programs and to exchange ideas with colleagues about new strategies and materials.
● hiring highly qualified teachers and paraprofessionals.
2. assist Title I teacher(s) in monitoring the progress and placement of Title I students.
3. help to evaluate the Title I Program, Title I teacher(s), and Title I paraprofessionals.
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4. collaborate with the Title I teacher(s) in communicating with parents, staff
and community.
Title I Teacher
The Title I teacher coordinates the Title I Program within the school, provides supplemental instruction to students, and directs the support work of the Title I
paraprofessional. The Title I paraprofessional works under the direct supervision of a highly qualified teacher, with small groups of students, to assist them in
learning strategies that will enhance their targeted skills.
The Title I teacher:
● is a member of the faculty and assumes the responsibility of a full-time teacher.
● provides supplemental instruction to identified students.
● coordinates Title I services within the school.
● works with administrators, teachers, other professionals, and parents to improve and coordinate the total supplemental program of the school.
● assigns students and activities and gives on-going direction to the Title I paraprofessional in his/her daily work.
● attends high quality professional growth opportunities and best practices in instructional strategies.
● prepares requested reports in a timely and accurate manner as indicated by the division coordinator.
● attends and participates in regularly scheduled Title I meetings with the coordinator of the program to discuss the program as a whole with a view toward improvements throughout the year.
● adheres to policies and procedures as outlined in Fluvanna County Public Schools Division Policy Manual and Title I Handbook.
A Title I teacher serves a school by:
● Interacting with the administration and instructional staff concerning the
supplemental program by:
o conferencing with individual classroom teachers, groups of teachers, administrators, parents and students.
o working with teachers in improving the Title I program including the use of diagnostic reading assessments.
o surveying, evaluating, recommending, ordering and demonstrating appropriate materials and techniques for teaching individual students.
o maintaining a current inventory of materials and supplies.
o gathering and interpreting assessment data with teachers, administrators, students and parents.
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o assisting in planning presentations concerning the Title I program for parents and the community.
o communicating progress of students to the classroom teacher and parents through progress reports each marking period and other times as appropriate
o providing teacher professional development in reading instructional strategies as appropriate
o promoting parent involvement of Title I families by partnering to develop a Parent Involvement Plan, administering an annual parent survey and budgeting for the required allocation of funds for parent involvement activities
o analyzing assessment data to affect program improvement based on student progress.
● Identifying and diagnosing students with observed or potential difficulties in achievement by
o evaluating assessment data on an on-going basis during the school year for placement in Title I, and reporting results to appropriate personnel
o observing students in the classroom and coordinating the use of instructional strategies with the classroom teacher and/or parents
o teaching individual students or small groups of students within various appropriate settings
o contributing information for referrals to Child Find
The role of the Title I teacher excludes evaluating staff, substituting for classroom teachers, and performing the duties of a paraprofessional. Title I teachers do not maintain a homeroom.
Title I Paraprofessional
A Title I Paraprofessional:
● supports the Title I teacher in implementing the Title I program by providing instruction under the direct supervision of a teacher.
● assists with classroom management, such as organizing instructional and other materials
● may conduct parental involvement activities
● may act as a translator
● may assume limited duties that are assigned to similar personnel who are not working in a program supported with Title I funds, including duties
beyond classroom instruction or that do not benefit participating children, so long as the amount of time spent on such duties is the same proportion
of total work time that similar personnel at the same school undertake
● Title I paraprofessionals should not be assigned as substitutes. Before an LEA uses Title I personnel for substitute teaching for any emergency
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situation, it must ensure that similarly situated personnel are also used for substituting teaching. Title I personnel should not carry a disproportionate
share of the emergency substitute teaching responsibilities.
Regular Classroom Teacher
The regular classroom teacher is an integral part of the Title I Program. Services to students are enhanced as the classroom teacher, Title I teacher, and Title I
paraprofessional work in collaboration with each other to ensure a high quality instructional program and continuing student growth.
The classroom teacher should:
● communicate an explanation of the Title I program with parents
● provide daily instruction in reading and/or math that will be supplemented by the Title I instructional staff
● effectively adjust instruction for those students receiving intervention services
● administer on-going formal and informal assessments
● complete appropriate referrals
● coordinate scheduling with Title I instructional staff
● inform the Title I instructional staff of plans for special activities
● be available for conferences with administrators, resource teachers, parents and students regarding individual needs and correlation of instruction
● communicate Title I students’ instructional needs to the Title I instructional staff on a weekly basis
● be responsible for the management component of the reading program and share results with the Title I instructional staff
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PROFESSIONALISM
The Title I teacher’s unique position in the instructional program requires that s/he establish effective rapport with administrators, teachers, students, parents,
and the community. The following suggestions may be helpful for the Title I teacher:
Principals
● Meet with the principal(s) to discuss the scope and limitations of the Title I teacher’s function.
● Establish a means of communication such as formal meeting dates, informal meetings, and memos. Keep the principal informed of the ongoing program and individual student’s progress. Always be open to suggestions and changes.
Classroom teachers
● Consider yourself a colleague of the classroom teacher; work as a partner but never replace the classroom teacher. The Title I teacher is not an evaluator of classroom teachers.
● Know the teachers and let them know you.
● Emphasize the “we” concept and establish a feeling of sharing.
● Demonstrate methods and share materials with the teacher(s).
● Be available to teachers for assistance in conferences with administrators, other teachers, parents and students regarding the resource program or individual Title I student needs.
● Support the classroom teacher by seeking assistance from other resource personnel.
Students
● Create an atmosphere that encourages the student to accept and respect you as a member of the school and relate to your instruction.
Parents
● Be available to take part in conferences involving parents, teachers, principal, and/or other personnel.
● Interact with the community through the PTO/PTA/PAC by presenting and representing the supplemental Title I program.
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● Implement a high quality Parent Involvement Plan.
● Update your classroom page frequently to include pertinent information such as literacy nights, parent workshops, advisory meetings, and annual meetings.
● Send home communication regarding special events or news from Title I.
OPERATIONAL PROCEDURES
Student Eligibility
Students are eligible for Title I services based on data which may include the following:
● Teacher recommendation/observation
● Reading below grade level
● Reading assessment results: PALS, MAP, PAST and additional assessments as needed
● Running records
● State Reading assessments
● Grades and class performance
The Title I program does not discriminate against any student in determining eligibility, including those with Individual Education Plans.
Referral Process
All students served in Title I are referred for services based on a combination of the factors above. Students may be referred at any time during the school year.
Parental permission is no longer obtained now that Fluvanna’s Title I programs are school-wide.
Instruction
The Title I teacher should coordinate the scheduling of Title I services with the classroom teacher to achieve minimum interruption of each student’s schedule.
Schedules should account for 100% of the instructional day. The school principal reviews and approves the final schedule. Title I services begin the first week of
school, and typically are suspended the final week of school to allow teachers to complete final student assessments, required documentation, etc.
Title I services are delivered in a collaborative format. Students work daily in small groups with the Title I teacher or Title I paraprofessional within the child’s
educational setting.
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Evaluation of Progress
The elementary classroom teacher is responsible for grading but should confer with the Title I teacher regarding the student’s progress. The Title I teacher will
communicate student progress to the classroom teacher and the student’s parents/guardians a minimum of every marking period, in addition to other times
as deemed necessary.
Exiting Services
The decision to exit a student from Title I services is based on multiple factors including conversations with the regular classroom teacher, an updated
placement form indicating that the student is currently on or above grade level, and an updated eligibility form indicating that the student has reached or
exceeded expectations.
Professional Development
Attendance is required at all meetings for the Title I teachers (i.e. weekly PLCs, monthly Math and Literacy committee meetings, quarterly Federal Program
meetings). Meetings will be held at a central location and will be used for the following purposes:
● To communicate information concerning the operation of the program
● To hear new information presented by resource people
● To share instructional ideas and prepare instructional materials
Meetings shall be scheduled in each school with the principal, classroom teachers, resource teachers and supervisory personnel for the following purposes:
● Explanation of program, professional development and referral process
● Discussion of any concerns
Title I teachers and paraprofessionals are encouraged to attend high quality, intensive professional conferences and workshops related to reading instruction.
Conference permission request forms must be approved and signed by the building level principal.
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COMPLAINT PROCEDURE
The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA) requires State Educational Agencies
(SEAs) to adopt written procedures for “receiving and resolving any complaint alleging violations of the law in administration of programs.” In accordance with
this legislative requirement, the Virginia Department of Education (VDOE) Office of Program Administration and Accountability has adopted the following Title I
Complaint Procedure:
Definition of a Complaint
A complaint is a signed written statement that includes: 1) an allegation that a requirement applicable to the Title I local educational agency (LEA) program has been violated; and 2) information that supports the allegation.
Who May Complain
Any parent, teacher, other concerned individual(s), or organization(s) may file a complaint.
Complaint Procedure
1. Receiving Complaints: Complaints should be formally registered with the LEA Title I office. A complaint statement will be filed at the Title I office, and the signature of the complainant will be required. The written complaint will be delivered to the LEA superintendent.
2. Investigating Complaints: Upon receipt of the written complaint from the Title I coordinator, the LEA superintendent or his appointee will investigate the complaint within 15 business days. If the investigation is of such a nature that it requires additional time, an extension will be requested from the office of program administration and accountability at the Virginia Department of Education.
3. Resolving Complaints: Within 15 business days of the completion of the investigation and hearing, if required, a resolution and written decision will be rendered by the LEA. The dissemination of information concerning these procedures will be provided to interested parties, including all school division and school parent advisory committees.
4. Appealing Complaints: The complainant is provided the right to appeal the final resolution of the LEA to the Virginia Department of Education within 30 business days after receipt of the written decision. The department will respond within 15 business days.
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PARENT INVOLVEMENT
Research overwhelmingly demonstrates the positive effect that parent involvement has on their children’s academic achievement. A goal of the
Fluvanna County Public Schools’ Title I program is to promote and develop meaningful parental involvement by:
• supporting partnerships among each Title I school, parents, and the community to improve student academic achievement
• providing assistance to parents of Title I children served by the school or local educational agency in helping them to understand such topics as:
● The state’s academic content standards and state student academic achievement standards
● State and local academic assessments
● How to monitor a child’s progress and work with educators to improve the achievement of their children
• providing opportunities for full participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including
information and school reports, to the extent practicable, that parents can understand
• providing materials and training to help parents to work with their children at home to improve their children’s achievement
• educating teachers, personnel, principals, and others, with the assistance of parents, on the value and utility of parental contributions, and how to reach out
and communicate with parents as equal partners, implementing and coordinating parent programs, and building ties between the home and school
• coordinating and integrating parent involvement programs and activities with Head Start, preschool programs and other programs, to the extent practicable
• conducting other activities, such as parent resource centers, that encourage and support parents in participating more fully in the education of their children
• sending information to parents relating to school and parent programs, meetings, and other activities
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DIVISION PARENTAL INVOLVEMENT POLICY
Generally
The Fluvanna County School Board recognizes that the education of each student is a responsibility shared by the school and the student’s family. The
Fluvanna County School Board endorses the parental involvement goals of Title I (20 U.S.C. § 6318) and Title III (20 U.S.C. § 7012(e) and encourages the regular
participation by parents of all children including those eligible for Title I and Limited English Proficiency (LEP) programs in all aspects of those programs.
In keeping with these beliefs, it is the intention of the Fluvanna County School Board to cultivate and support active parental involvement in student learning. The Fluvanna County School Board will:
● Provide activities that will educate parents regarding the intellectual and developmental needs of their children. These activities will promote cooperation
between the division and other agencies or school/community groups (such as parent-teacher groups, the SIPPS (Systematic Instruction in Phonological
Awareness, Phonics, and Sight Words), Horizons, Reading Mastery, Families Learning Together, and Parents as Teachers program) to furnish learning
opportunities and disseminate information regarding parenting skills and child/adolescent development
● Implement strategies to involve parents in the educational process, including:
o Keeping families informed of opportunities for involvement and encouraging participation in various programs;
o Providing access to educational resources for parents and families to use with their children;
o Keeping families informed of the objectives of district educational programs as well as of their child’s participation and progress with these programs
● Enable families to participate in the education of their children through a variety of roles; for example, family members may provide input into district policies
● Volunteer time within the classroom and school programs
● Provide professional development opportunities for teachers and staff to enhance their understanding of effective parent involvement strategies
● Perform regular evaluations of parent involvement at each school and in the district
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● Provide access, upon request, to any instructional material used as part of the educational curriculum
● If practicable, provide information in a language understandable to parents
In addition, for parents of students eligible for LEP programs, the School Board will inform such parents of how they can be active participants in assisting their children:
● To learn English
● To achieve at high levels in core academic subjects
● To meet the same challenging academic content and student academic achievement standards as all children are expected to meet
Parental Involvement in Title I Plan
The Fluvanna County School District encourages parents to participate in Title I, Part A programs to participate in the development of the District’s Title I plan.
Parental Involvement in School Review and Improvement
The Fluvanna County School District encourages parents of children eligible to participate in Title I, Part A and LEP programs to participate in meaningful parent and family engagement. [Section 1116, ESSA.]
District Responsibilities
The Fluvanna County School District and each school which receives Title I, Part A funds WILL:
● Provide assistance to parents of children served by the school or district, as applicable, in understanding topics such as Virginia’s academic content
standards and student academic achievement standards, state and local academic assessments, and how to monitor a child’s progress and work with
educators to improve the achievement of their children;
● Provide materials and training to help parents work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;
● Educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents and in
how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school; to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First,
Early Reading First, Even, Start, the Home Instruction Programs for Preschool
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Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that
encourage and support parents in more fully participating in the education of their children;
● Ensure that information related to school and parental programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand; and
● Provide such other reasonable support for parental involvement activities as parents may request.
The Fluvanna County School District, and each school which receives Title I, Part A funds MAY:
● Involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training;
● Provide necessary literacy training from Title I funds if the district has exhausted all other reasonable available sources of funding for such training;
● Pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable
parents to participate in school-related meetings and training sessions;
● Train parents to enhance the involvement of other parents;
● Arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators who work directly with participating children and parents who are unable to attend such conferences at school in order to maximize parental involvement and participation;
● Adopt and implement model approaches to improving parental involvement;
● Establish a district-wide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section; and
● Develop appropriate roles for community-based organizations and businesses in parental involvement activities.
School Parental Involvement Policies
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 on by such parents that shall describe the means for carrying out the following:
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● Convening an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents
of their school’s participation in Title I, Part A and to explain the requirements of Title I, Part A and the rights of parents to be involved;
● Offering a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation,
child care, or home visits, as such services relate to parental involvement;
● Involving parents in an organized, ongoing, and timely way, in the planning, review and improvement of Title I, Part A programs including the planning, review
and improvement of the school parental involvement policy and the joint development of the school-wide program plan, except that if a school has in
place a process for involving parents in the joint planning and design of the school’s programs, the school may use that process, if such process includes an
adequate representation of parents of participating children;
● Providing parents of participating children:
o Timely information about Title I, Part A programs;
o A description and explanation of the curriculum in use at the school, the academic assessments used to measure student progress, and the proficiency levels students are expected to meet; and
o 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; and
● If the school-wide program plan is not satisfactory to the parents of participating children, submitting any parent comments on the plan when the school makes the plan available to the district.
Parental Involvement in Allocation of Funding
Parents of children receiving services under Title I, Part A shall be involved in the decisions regarding how funds provided under Title I, Part A are allotted for parental involvement activities.
Policy Review
The content and effectiveness of this policy will be evaluated annually with regard to improving the academic quality of the schools receiving Title I, Part A or LEP funds. This evaluation will identify barriers to greater participation by parents (particularly by parents who are economically disadvantaged, have disabilities, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background) and
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use the findings of that evaluation to design strategies for more effective parental involvement, and to revise, if necessary, this policy.
TITLE I ADVISORY COMMITTEE
The Title I Advisory Committee is composed of parents and educators of Title I students working together to provide the best education possible for the Title I
children. Names of possible parent representatives from each Title I school are submitted by Title I teachers and invited to serve on the committee. Whenever
possible, at least two parents from each school are represented. Any parents interested in serving and/or attending meetings are welcomed.
The Title I Advisory Committee assists in the planning, designing, implementation, and evaluation of the Title I program:
Planning/Designing:
● Consults with Title I educators about the needs of Title I students
● Assists in determining the priorities among the needs
● Reviews the proposal before it is submitted to the state
Implementation:
● Assists in the operation of the program
● Observes Title I activities in schools
● Discusses their observations at Advisory meetings
● Volunteers to work in the program
● Helps their children at home
● Informs the community about Title I activities
● Shares information with other parents and personnel
Evaluation:
● Determines whether the program worked as planned and if the objectives
were met
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ADDITIONAL RESOURCES
Reading websites for students:
PBS Kids
Each of the educational shows your children watch on PBS have their own learning section through PBSKids.org. Try sing-a-long songs, sorting and
counting games, watch videos and more.
Starfall
When a parent mentions they are looking for some great educational websites for kids, it’s not long before Starfall.com is mentioned. The site has been online
since 2002 and works with your children through letter recognition all the way through to reading plays, nonfiction and comics.
CoolMath
CoolMath calls itself “an amusement park of math and more.” Children can play online math games that help them with addition, subtraction, multiplication,
division, decimals, money and more. CoolMath is geared toward ages 13 and up, but sister site CoolMath4Kids.com is appropriate for ages 3 through 12.
CoolMath-Games.com includes math games for preschoolers.
National Geographic Kids
Watch animal cameras, learn interesting tidbits about animals, see and share photos of nature, learn about different countries and try science experiments.
These activities don’t even begin to scratch the surface of the National Geographic Kids website kids.nationalgeographic.com. There’s even a “Little
Kids” section for the younger explorers in your house.
The KIDZ Page
The Kidz Page has more than 5,000 pages of learning games and activities. Online coloring pages, jigsaw puzzles and word games are just a few sections of
this massive site, thekidzpage.com. Each holiday also has its own section of activities and games to enjoy with your children.
How Stuff Works
When your child wants to know why the sky is blue, how a tornado forms or any number of other questions she can come up with on a daily basis, head on over
to howstuffworks.com. The articles break down subjects like autos, culture, entertainment, science, money, technology and more. Games, quizzes and
videos also round out your children’s learning experience.
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Fun Brain
One visit to funbrain.com and you’ll want to bookmark it for your kids. Math, reading, online books and learning games are just some of the site’s many treats.
Fun Brain caters to preschoolers through 8th graders.
Nick Jr.
If you can look past the ads, you’ll find printables, games and other activities your kids will enjoy at NickJr.com. The games allow your children to explore their
creativity, play dress-up, learn new music, put together puzzles and work on numbers and shape recognition.
Scholastic
Scholastic.com is one of the more unique educational websites for kids on this list. This site, from the publishers of the educational books you find in schools,
contains activities broken up by grades. Pre-K all the way up to seniors in high school can find learning activities geared toward them.
Exploratorium
Exploratorium.edu It’s hard to narrow the list of science websites because there are so many great resources. But San Francisco’s Exploratorium at the Palace of
Fine Arts showcases a website that teaches kids about science and art in new ways. The departments let kids tinker with gadgets, go below the sea, rocket into
the galaxy and also learn about the science of gardening, animals and cells, to name a few.
Highlights for Kids
The magazine for kids that’s been around for more than 60 years now offers online ways to play, read and craft with your children. Matching games, art
activities, animated stories and science experiments are just a few ways kids can learn while having fun at highlights.com, the Highlights for Kids website.
Discovery Kids
Why do we need trees? Are jellyfish fish? Who travels with the president? These are just a few of the facts your kids can learn at discoverykids.com ,Discovery
Channel’s site for children. Games, puzzles, activities and quizzes get kids involved in learning something new without it feeling like work.
Kids Know It
Learn about animals, chemistry, spelling, geography, astronomy and plenty of other subjects on KidsKnowIt.com. This link takes me to education.com. Is that
the same site? Watch free educational movies, listen to educational music and
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read fun facts about everything from bats to bones.
Learning Games for Kids
The name of the site says it all, learninggamesforkids.com is all about games that teach kids almost every subject you can think of. Word, spelling, social
studies, brain, science, art, vocabulary, literature and keyboarding games will get your kids started on a learning adventure.
Old Farmer’s Almanac for Kids
It’s learning with a twist. The almanac4kids.com features riddles, puzzles, a question of the day, a timeline of interesting history facts, sky events and weather
conditions to track at home with your children.
~ 22 ~
APPENDIX
~ 23 ~
Fluvanna County Public Schools
Central and Carysbrook
Elementary Schools
Dear Parents/Guardians of Students Attending Fluvanna County Elementary Schools:
Fluvanna County Public Schools receive Title I funds. These are federal funds provided to help ensure that all children are successful in meeting the Virginia Standards of Learning. Each elementary school is a Title I school. As part of the requirements of being a Title I school, parents may request the following information regarding the professional qualifications of their child’s classroom teacher, whether or not the teacher is funded by Title I:
● Whether the teacher has met state qualification and licensing criteria for the grade level(s) and subject area(s) in which the teacher provides instruction;
● Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived;
● The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the
certification or degree; and
● Whether the child is provided services by paraprofessionals, and if so, their qualifications In addition to this information, parents of Title I schools will be provided information on the level of achievement of your child on each of the state academic assessments. Also, you will receive timely notice if your child has been assigned to or has been taught for four or more consecutive weeks by a teacher who is not highly qualified. Information regarding teacher qualifications is provided on the school division’s website at www.fluco.org. You may also contact Mr. Don Stribling at the Fluvanna County School Board Office, 589-8208.
Sincerely,
Mrs. Amy S. Barnabei
Mr. Matthew “Scott” Lucas
Principals
~ 24 ~
Acuerdo entre la Escuela y los padres
Condado de Fluvanna Escuelas Primarias
Estimado Padre (s);
Cada escuela, con el fin de proporcionar el servicio más justo eficiente y eficaz a sus alumnos, debe contar con directrices, normas, y un alto nivel académico. Nuestra escuela no es una excepción.
Nuestro manual del Distrito Elemental, políticas y procedimientos de construcción de nuestro edificio están diseñados para organizar de tal manera, que podamos ofrecer, con mayor eficacia el mejor programa de instrucción para su hijo.
Título I de la ley requiere que las escuelas que reciben ayuda financiera federal debe tener un acuerdo firmado con los padres indicando su apoyo al programa académico, y la construcción de los procedimientos. Por favor, lea la siguiente información y preste su
apoyo mediante su firma. ¡Gracias!
Acuerdo del Estudiante
• Voy a hacer mi mejor trabajo.
• Voy a tratar a los demás con respeto.
• Seguiré las reglas.
Firma del estudiante:
______________________________________________________
Acuerdo de Padres
• Me aseguraré de que mi hijo asista a la escuela con regularidad.
• Voy a revisar la carpeta de mi hijo cada semana.
• Voy a cooperar y comunicarme con la escuela.
• Voy a leer a mi hijo con regularidad.
• Voy a promover la alimentación sana, dormir, y hábitos de ejercicio.
Firma de los padres:
______________________________________________________
Acuerdo del Profesor
. Voy a ofrecer una enseñanza de calidad.
. Voy a ofrecer un ambiente seguro y comprensivo
. Voy a comunicar los progresos realizados.
. Voy a ofrecer actividades especiales para que el aprendizaje sea
Agradable
~ 25 ~
Carysbrook Elementary
Parent and Family Engagement Policy/Plan and Procedures
PART I-SCHOOL PARENT AND FAMILY ENGAGEMENT POLICY/PLAN REQUIRED COMPONENTS
A. Carysbrook Elementary will jointly develop/revise with parents the school Parent and Family Engagement policy/procedures and distribute it to parents of participating children and make available the Parent and Family Engagement policy/procedures to the
local community.
● Policy updates and revisions will be shared at monthly Parent Advisory Committee (PAC) meetings for feedback, through school continuous
improvement plan meetings, and a minimum of once a year at Federal Program committee meetings to seek input from parents, teachers and other
community stakeholders. A survey will also be administered and feedback utilized to update/revise Parent and Family Engagement policy/procedures.
● Parent and Family Engagement Policy will be shared during school-wide family engagement events beginning in August and continuing throughout the school year.
● The policy will be made available on the school’s website. Hardcopies and translations in other languages will be made available to parents upon request.
B. Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation under this part and to explain the requirements of this part, and the right of the parents to be involved.
● Annual Title I family night dinner will take place at the beginning of each school year to offer parent information about the Title I program. A Title I
brochure contacting the information will also be provided to all parents in a language they can understand. Information presented will include:
o Components of the Title I program
o Description and purpose of the Title I program
o Title I funding
o Parent and Family Engagement Policy
o Continuous Improvement/Title Plan
o Family engagement events and opportunities.
~ 26 ~
● Parents will continue to receive ongoing support on this information throughout the school year in subsequent Literacy and Math nights,
parent-teacher conferences, and school to home communications (i.e., letters, school website, social media outlets).
C. Offer flexible meetings, such as meetings in the morning or evening, and provide, with funds provided under this part, transportation, child care, or home visits, as such services related to Parent and Family Engagement.
● Title I meetings throughout the year will be offered at different times and based on family survey results.
● A minimum of two Parent and Family Engagement events will be offered, and translators/family engagement liaison will be present to support families.
● A minimum of two parent teacher conferences are held each school year. Parents are able to schedule their preferred meeting time, and additional
conference requests may be made by both parent and/or teacher.
● Families with small children will be accommodated through child-oriented activities provided.
● When transportation is needed, building level administrators and Title I coordinator will assist the family with arrangements to attend the event.
● Building level administrators and Title I coordinator will facilitate home visits with families as needed.
● Materials (resources/strategies) will be provided throughout the year to support the home connection, both through on-site workshops and materials sent home.
D. Involve parents, in an organized, ongoing, and timely way, in the planning, review, and
improvement of the school plan under Section 1112, school-wide under Section 1114, and
the process of the school review and improvement under Section 1116.
● Parents are involved through survey and participation in school PAC meetings and division level Federal Program Committee meetings. PAC meetings are held monthly, and division committee meetings quarterly throughout the year. Meetings are planned a year in advance and are available on school and division calendars. Reminders are provided through school media outlets.
o August/September parents give input on the Title I/Continuous Improvement school-wide plan.
o October/November parents will give input regarding resource support.
o January/February/March parents will give input on progress towards goals outlined in the plan and input on updating the school’s Title I parent and Family Engagement Policy.
~ 27 ~
o April/May stakeholders will give input on the upcoming school-wide plan, and will be surveyed regarding the Title I program.
E. Implement an effective means of outreach to parents of English learners, in a language the parents can understand, to inform them regarding how they can—
● be involved in the education of their children; and
● be active participants in assisting their children to—
o attain English proficiency;
o achieve at high levels within a well-rounded education; and
o meet the challenging State academic standards expected of all students
Fluvanna County Public Schools employs a Family Engagement Liaison to coordinate outreach efforts and support families in their involvement. This includes, but is not limited to, translation of teacher/parent communication, school documents and flyers, interpreting at meetings and family engagement events. Language line is also used to provide outreach in a language the parents can understand. Parents reach out directly to the liaison to communicate needs and
concerns. The presence of the liaison at family engagement school events to build relationships with families. Family Engagement events specific to English learners are also provided annually, as well as a bilingual book program.
F. Provide parents of participating children—
● timely information about programs under this part;
o Annual meeting and family nights, brochure, informational letters, information/meeting dates on school and PAC website/facebook pages.
● a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet;
o Annual meeting/open house/family nights – curriculum and assessment information provided
o Curriculum and assessment matrix available on website
o Progress reporting every four weeks; report cards quarterly
o Parent-Teacher conferences, child study/IEP meetings.
● if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practically possible.
o Families are encouraged to contact teachers, including Title I teachers, and administrators of any concerns they have during the year in regards to their student’s progress.
o Teachers and administrators will be available and flexible to accommodate family schedules for meetings.
~ 28 ~
o Transportation and Home visits will be arranged as needed to facilitate meeting attendance.
G. If a schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the district.
● If a parent expresses dissatisfaction with the developed plan; their comments will be submitted to the division with the plan for review and follow up within 10 days.
● Parents are encouraged to provide feedback on the plan:
o At PAC and Federal Program Committee meetings;
o Directly to school or division administration;
o On the Title I parent survey
PART II-REQUIRED SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT
As a component of the school-level Parent and Family Engagement policy, each school shall jointly develop with parents for all children served under this part, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement.
● Conduct a parent/teacher conference in elementary schools, bi-annually (at a minimum), during which the compact shall be discussed as the compact relates to the individual child’s achievement. Parents are able to schedule day or evening times based on their scheduling needs. Additionally, teachers meet with parents ongoing, as needed and/or requested, throughout the school year.
● Provide frequent reports to parents on their child’s progress. Quarterly progress interims and report cards are provided. Parent portal is available through powerschool for daily communication of a child’s progress. Newsletters, email/phone communications and apps such as dojo are also used to provide frequent
communication.
● Provide parents with reasonable access to staff, opportunities to volunteer and participate in their child’s class and observation of classroom activities. Parents are encouraged to volunteer following the FCPS volunteer policy. Family reading and math nights and parent workshops are also provided throughout the year.
● 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. Translation and interpretation services are available through the Family Engagement liaison and use of Language Line.
~ 29 ~
BUILDING CAPACITY FOR PARENTS AND STAFF – REQUIREMENTS FOR ENGAGEMENT
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 district must:
● Assist parents in understanding the challenging State academic standards, how to monitor a child’s progress, and work with educators.
o School profile will be made available to parents through school newsletter, division press release and website.
o Parent/teacher conferences at least twice per year to help families understand assessment reports and monitor student progress.
o Translation/interpretative services are available through family engagement liaison and language line.
● Provide materials and training to help parents to work with their children, such as literacy training and using technology (including education about the harms of copyright piracy).
o Math, Literacy and STEAM Nights.
o Nearpod digital citizenship curriculum.
o Reading/Math Newsletters/Tips & Strategies.
o Book/bilingual book reading “bookbags” home.
o Coordination with community supports, i.e. Families Learning Together.
● Provide professional development to teachers, specialized instructional personnel, and other staff on the value of parents and their communities to increase academic achievement.
Professional Development offered based on comprehensive needs assessment and
surveys.
o Professional development conferences
o Turn around training embedded in PLCs and faculty meetings
o Book studies
o Include staff in the planning/development of school parent/engagement activities
o Staff newsletters (resources)
● Coordinate and integrate parent engagement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parent engagement.
o Fluvanna County Schools work collaboratively with the local Head Start Program.
~ 30 ~
o Fluvanna County Schools operate a division-wide VPI preschool program for at-risk four-year old children.
o Kindergarten readiness outreach program with private practices.
o Families Learning Together community parent resource center
● Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.
o Family Engagement Liaison to support communications, interpret meetings and translate documents.
o Use of Language Line for school/parent translations.
o Attendance of family engagement liaison at school events.
~ 31 ~
The following are allowable activities:
1) May involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training.
a. Receive input from PAC meetings and parent surveys.
2) May provide necessary literacy training from funds received under this part if the district has exhausted all other reasonably available sources of funding for such training.
3) May pay reasonable and necessary expenses associated with local Parent and Family Engagement activities, including transportation and childcare costs, to enable parents to participate in school-related meetings and training sessions.
4) May train parents to enhance the involvement of other parents.
5) May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize Parent and Family Engagement and participation.
6) May adopt and implement model approaches to improving Parent and Family Engagement.
7) May establish a district parent advisory council to provide advice on all matters related to Parent and Family Engagement in programs supported under this section.
a. Superintendent Parent Advisory Committee meets monthly.
8) May develop appropriate roles for community-based organizations and businesses in Parent and Family Engagement activities.
a. Local churches support school backpack programs.
b. Rotary club – steam lab and book donations.
c. Partnership with PVCC and Kidscollege scholarships.
PART III-ACCESSIBILITY REQUIREMENTS
In carrying out the parent and family engagement requirements of this part, local educational agencies and schools, to the extent practicable, shall provide opportunities for the informed participation of parents and family members (including parents and family members who have 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 section 1111 in a format and, to the extent practicable, in a language such parents understand.
Use of FCPS Family Engagement Liaison to support family involvement, as well as Language
Line telephone translation services.
~ 32 ~
Central Elementary
Parent and Family Engagement Policy/Plan and Procedures
PART I-SCHOOL PARENT AND FAMILY ENGAGEMENT POLICY/PLAN REQUIRED COMPONENTS
A. Central Elementary School will jointly develop/revise with parents the school Parent and Family Engagement policy/procedures and distribute it to parents of participating children and make available the Parent and Family Engagement policy/procedures to the local community.
● Policy updates and revisions will be shared at monthly PTO meetings for feedback, through school continuous improvement plan meetings, and a
minimum of once a year at Federal Program committee meetings to seek input from parents, teachers and other community stakeholders. A survey
will also be administered and feedback utilized to update/revise Parent and Family Engagement policy/procedures.
● Parent and Family Engagement Policy will be shared during school-wide family engagement events beginning in August and continuing throughout the school year.
● The policy will be made available on the school’s website. Hard copies and translations in other languages will be made available to parents upon request.
B. Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation under this part and to explain the requirements of this part, and the right of
the parents to be involved.
● Annual Title I family night dinner will take place at the beginning of each school year to offer parent information about the Title I program. A Title I
brochure contacting the information will also be provided to all parents in a language they can understand. Information presented will include:
o Components of the Title I program
o Description and purpose of the Title I program
o Title I funding
o Parent and Family Engagement Policy
o Continuous Improvement/Title Plan
o Family engagement events and opportunities.
~ 33 ~
● Parents will continue to receive ongoing support on this information throughout the school year in subsequent Reading STARS picnic, Literacy
and Math nights, parent-teacher conferences, and school to home communications (i.e., letters, school website, social media outlets).
C. Offer flexible meetings, such as meetings in the morning or evening, and provide, with funds provided under this part, transportation, child care, or home visits, as such services related to Parent and Family Engagement.
● Title I meetings throughout the year will be offered at different times and based on family survey results.
● A minimum of two Parent and Family Engagement events will be offered, and translators/family engagement liaison will be present to support families.
● A minimum of two parent teacher conferences are held each school year. Parents are able to schedule their preferred meeting time, and additional conference requests may be made by both parent and/or teacher.
● Families with small children will be accommodated through child-oriented activities provided.
● When transportation is needed, building level administrators and Title I coordinator will assist the family with arrangements to attend the event.
● Building level administrators and Title I coordinator will facilitate home visits with families as needed.
● Materials (resources/strategies) will be provided throughout the year to support the home connection, both through on-site workshops and materials sent home.
D. Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of the school plan under Section 1112, schoolwide under Section 1114, and the process of the school review and improvement under Section 1116.
● Parents are involved through survey and participation in school PTO meetings and division level Federal Program Committee meetings. PTO
meetings are held monthly, and division committee meetings quarterly throughout the year. Meetings are planned a year in advance and are
available on school and division calendars. Reminders are provided through school media outlets.
o August/September parents give input on the Title I/Continuous Improvement school-wide plan.
o October/November parents will give input regarding resource support.
o January/February/March parents will give input on progress towards goals outlined in the plan and input on updating the school’s Title I parent and Family Engagement Policy.
~ 34 ~
o April/May stakeholders will give input on the upcoming school-wide plan, and will be surveyed regarding the Title I program.
E. Implement an effective means of outreach to parents of English learners, in a language the parents can understand, to inform them regarding how the they can—
● be involved in the education of their children; and
● be active participants in assisting their children to—
o attain English proficiency;
o achieve at high levels within a well-rounded education; and
o meet the challenging State academic standards expected of all students
Fluvanna County Public Schools employs a Family Engagement Liaison to coordinate outreach efforts and support families in their involvement. This includes, but is not limited to, translation of teacher/parent communication, school documents and flyers, interpreting at meetings and family engagement events. Language line is also used to provide outreach in a language the parents can understand. Parents reach out directly to the liaison to communicate needs and
concerns. The presence of the liaison at family engagement school events to build relationships with families. Family Engagement events specific to English learners are also provided annually, as well as a bilingual book program.
F. Provide parents of participating children—
● timely information about programs under this part;
o Annual meeting and family nights, brochure, informational letters, information/meeting dates on school and PTO website/facebook pages.
● a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet;
o Annual meeting/open house/family nights – curriculum and assessment information provided
o Curriculum and assessment matrix available on website
o Progress reporting every four weeks; report cards quarterly
o Parent-Teacher conferences, child study/IEP meetings.
● if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practically possible.
o Families are encouraged to contact teachers, including Title I teachers, and administrators of any concerns they have during the year in regards to their
student’s progress.
o Teachers and administrators will be available and flexible to accommodate family schedules for meetings.
~ 35 ~
o Transportation and Home visits will be arranged as needed to facilitate meeting attendance.
G. If a schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the district.
● If a parent expresses dissatisfaction with the developed plan; their comments will be submitted to the division with the plan for review and follow up within 10 days.
● Parents are encouraged to provide feedback on the plan:
● At PTO and Federal Program Committee meetings;
● Directly to school or division administration;
● On the Title I parent survey
PART II-REQUIRED SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT
As a component of the school-level Parent and Family Engagement policy, each school shall
jointly develop with parents for all children served under this part, a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility for
improved student academic achievement.
● Conduct a parent/teacher conference in elementary schools, bi-annually (at a minimum), during which the compact shall be discussed as the compact relates to the individual child’s achievement. Parents are able to schedule day or evening times based on their scheduling needs. Additionally, teachers meet with parents ongoing, as needed and/or requested, throughout the school year.
● Provide frequent reports to parents on their child’s progress. Quarterly report cards are provided. Newsletters, email/phone communications and apps such as dojo are also used to provide frequent communication.
● Provide parents with reasonable access to staff, opportunities to volunteer and participate in their child’s class and observation of classroom activities. Parents are encouraged to volunteer following the FCPS volunteer policy. Family reading and math nights and parent workshops are also provided throughout the year.
● 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. Translation and interpretation services are available through the Family Engagement Liaison and use of Language Line.
BUILDING CAPACITY FOR PARENTS AND STAFF – REQUIREMENTS FOR ENGAGEMENT
~ 36 ~
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 district must:
● Assist parents in understanding the challenging State academic standards, how to monitor a child’s progress, and work with educators.
o School profile will be made available to parents through school newsletter, division press release and website.
o Parent/teacher conferences at least twice per year to help families understand assessment reports and monitor student progress.
o Translation/interpretative services are available through family engagement liaison and language line.
● Provide materials and training to help parents to work with their children, such as literacy training and using technology (including education about the harms of copyright piracy).
o Math, Literacy and STEAM Nights.
o Nearpod digital citizenship curriculum.
o Quarterly Reading/Math Newsletters/Tips & Strategies.
o Book/bilingual book reading “bookbags” home.
o Coordination with community supports, i.e. Families Learning Together.
● Provide professional development to teachers, specialized instructional personnel, and other staff on the value of parents and their communities to increase academic achievement.
Professional Development offered based on comprehensive needs assessment and
surveys.
● Professional development conferences
● Turn around training embedded in PLCs and faculty meetings
● Book studies
● Include staff in the planning/development of school parent/engagement activities
● Staff newsletters (resources)
● Coordinate and integrate parent engagement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parent engagement.
o Fluvanna County Schools work collaboratively with the local Head Start Program.
o Fluvanna County Schools operate a division-wide VPI preschool program for at-risk four-year old children.
o Kindergarten readiness outreach program with private practices.
~ 37 ~
o Families Learning Together community parent resource center.
● Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents. of participating children in a format and, to the extent practicable, in a language the parents can understand.
o Family Engagement Liaison to support communications and family involvement.
o Use of Language Line for school/parent translations.
o Attendance of family engagement liaison at school events.
~ 38 ~
The following are allowable activities:
1) May involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training.
a. Receive input from PAC meetings and parent surveys.
2) May provide necessary literacy training from funds received under this part if the district has exhausted all other reasonably available sources of funding for such training.
3) May pay reasonable and necessary expenses associated with local Parent and Family Engagement activities, including transportation and childcare costs, to enable parents to participate in school-related meetings and training sessions.
4) May train parents to enhance the involvement of other parents.
5) May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize Parent and Family Engagement and participation.
6) May adopt and implement model approaches to improving Parent and Family Engagement.
7) May establish a district parent advisory council to provide advice on all matters related to Parent and Family Engagement in programs supported under this section.
a. Superintendent Parent Advisory Committee meets monthly.
8) May develop appropriate roles for community-based organizations and businesses in Parent and Family Engagement activities.
a. Local churches support school backpack programs.
b. Rotary club – steam lab and book donations.
c. Partnership with PVCC and Kidscollege scholarships.
PART III-ACCESSIBILITY REQUIREMENTS
In carrying out the parent and family engagement requirements of this part, local educational agencies and schools, to the extent practicable, shall provide opportunities for the informed participation of parents and family members (including parents and family members who have 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 section 1111 in a format and, to the extent practicable, in a language such parents understand. Use of FCPS Family Engagement Liaison to support family involvement, as well as Language Line telephone translation services.
~ 39 ~