Parent Involvement Policy
POLICY
PARENT INVOLVEMENT IN EDUCATION
Code KB Issued 9/07
Purpose: To establish the board’s vision for the involvement of parents and families in the education of their children.
The board believes that parent and family involvement must be pursued and supported by homes, schools/colleges/universities, communities, businesses, faith congregations, organizations and government entities by working together in a collaborative effort.
The board believes it can impact student achievement by improving the quality and quantity of
parent/family involvement in the education of their children.
Therefore, the board commits to the following.
• Seeing that each school establishes a comprehensive parent involvement program that
includes parent education programs and activities that will assist parents and families in
supporting classroom learning.
• Providing support and coordination for staff and parents and families to make family
involvement in education a priority.
• Establishing effective, two-way communication between all parents and families and schools
that respects the diversity and differing needs of families and encourages the development of
mutual support between home and school.
• Seeing that each school develops effective school planning/management teams that involve a
broad spectrum of families, staff and community representatives in school governance and
decision making at the local and statewide level.
• Recognizing that improved student achievement must be an equally shared responsibility and
ultimate goal of parents and families, teachers, the school system as a whole and the
community at large.
Parent Involvement (2000 Parent Involvement in Their Children’s Education Act)
Responsibilities of Board
In order to heighten awareness of the importance of parent and family involvement in the education of
their children throughout their schooling, encourage the establishment and maintenance of parent-friendly school settings, and emphasize parent/school partnerships to assure a child’s academic success,the board will do the following:
• Consider joining national organizations that promote and provide technical assistance on
various proven parental involvement frameworks and models.
• Incorporate, where possible, proven parental involvement practices into existing policies and
efforts.
• Provide parental involvement orientation and training through staff development.
• Provide formal recognition for schools that significantly increase parental involvement as
defined by the state board of education.
• Require an annual report on school and district parental involvement programs including
evaluations of the success of the programs.
• Include parental involvement expectations as part of the superintendent’s evaluation.
Responsibilities of Superintendent
The superintendent will do the following:
• Include information about parental involvement opportunities and participation in the
district’s annual report.
• Disseminate parental expectations as defined by law to all parents of the district.
The superintendent may also designate staff to serve as parent liaisons for the district, require each
school to designate a faculty contact for parental involvement efforts, require each principal to
designate a materials and resource space within the school specifically for parents, and encourage
principals to adjust class and school schedules to accommodate parent-teacher conferences more conveniently.
Parent Involvement (No Child Left Behind Act of 2001)
The board also recognizes the special importance of parental involvement to the success of its Title I, Migrant (MEP), and Limited English Proficiency (LEP) programs. Pursuant to federal law, the district and parents will jointly develop and agree upon a written parental involvement policy that will be distributed to parents participating in any of these programs.
In keeping with these beliefs, it is the intention of the district to cultivate and support active parental involvement and to set and realize goals for parent-supported student learning. The district will do the following:
• Designate personnel at the district level to assist schools with implementation of parent
involvement activities targeting student achievement and student performance.
• Provide activities that will educate parents regarding the intellectual and developmental
needs of their children at all age levels. This will include promoting cooperation between the
district and other agencies or school/community groups (such as parent-teacher groups, Head
Start, First Steps, etc.) to furnish learning opportunities and disseminate information regarding
parenting skills and child/adolescent development to parents of Anderson Four. In addition, a
district official will serve on the local board of these agencies, attend monthly meetings, as
well as the district will participate in the needs assessment instruments with these agencies.
{First Steps and Head Start are invited to participate in the district/school staff development
activities.}
• Implement strategies to involve parents in the educational process, including the following:
- Regularly inform all families of opportunities for involvement and encouraging
participation in various programs through school newsletters, teacher welcome back
information packets, parent conferences and PTO communications.
- Providing access to educational resources for parents/families to use together with their
children.
- Keeping families informed of the objectives of district educational programs as well as of
their child’s participation and progress within these programs.
- Host parent nights and workshops throughout the school year targeting parenting skills
and homework study skills based on feedback from annual parent surveys.
• Enable families to participate in the education of their children through a variety of roles. For
example, family members should be given opportunities to do the following:
- Provide input into district policies.
- Volunteer time within the classrooms and school programs as outlined in Board Policies
IJOC and IJOC-R.
• 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 at the district level.
• 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.
Title I Parent Involvement
The board recognizes that parent involvement is vital to achieve maximum educational growth for
students participating in the district’s Title I program. Therefore, in compliance with federal law and state department of education guidelines, the district will meet annually in May with parents to provide information regarding the district’s and each school’s participation in the Title I program and its requirements. Specific attention will be given to contacting parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background in their native language. Parents will be invited by their principal as well as through a local newspaper advertisement to meet and evaluate the effectiveness of the parent involvement policy. Policy revisions will be made based on the input from the parents and community members attending the meeting. This meeting will concentrate on identifying barriers to increased parent participation in activities aimed at increasing academic achievement for their children.
Benchmarks for increased capacity of parent participation will be established at each school utilizing participation rates and parent surveys.
All information will be shared with the schools. The superintendent will ensure equivalence among schools in teachers, administration and other staff and in the provisions of curriculum materials and instructional supplies.
The board directs the superintendent to ensure that each of the district’s schools participating in the Title I program meet annually in May. Parents of participating students will be informed of their right to be involved and included in the development of the district’s parental involvement policy, as well as the development of the overall Title I plan, which includes school plans and if applicable Title I School
Improve Plans, and school-parent compact. Invitations for involvement will be issued through local newspaper advertisement, school newsletters, parent letters, and principal request.
The district will, to the extent practicable, provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, parents of homeless students and parents of migratory students. In cooperation with parents, the district’s policy, plan and compact will be reviewed annually and updated periodically to meet the changing needs of parents and the school and distributed to parents of participating students in an understandable and uniform format, and to the extent practicable, in a language the parents can understand.
The superintendent will develop administrative regulations, as necessary, to implement this policy and meet the requirements of law.
Migrant Education Program (MEP) Parent Involvement
Parents of students in the MEP will be involved in and regularly consulted about the development, implementation, operation and evaluation of the program.Parents of MEP students will receive instruction regarding their role in improving the academic achievement of their children.
Limited English Proficient (LEP) parent involvement
Pursuant to federal law, parents of LEP students will be provided notification regarding their child’s placement in and information about the district’s LEP program.
Parents will be notified of their rights regarding program content and participation.
NOTIFICACIÓN ANUAL A LOS PADRES DEL DISTRITO ESCOLAR 4 DE ANDERSON
Ley Cada Estudiante Triunfa (ESSA)
2023-2024
Estimados padres y tutores:
De acuerdo con la Ley Cada Estudiante Triunfa (ESSA)/Derecho a Saber de los Padres, esta notificación del Distrito Escolar 4 de Anderson para cada padre les informa que tienen el derecho de solicitar y recibir, de manera oportuna, información sobre las calificaciones profesionales de los maestros de su hijo.
La información sobre las calificaciones profesionales de los maestros de su hijo debe incluir lo siguiente: a) Si el maestro ha cumplido con los criterios de calificación y licencia del estado para el nivel de grado y las áreas temáticas que enseña; b) Si el maestro está enseñando bajo un estado de emergencia o temporal en el cual se han renunciado a los criterios de calificación y licencia del estado; c) El título de licenciatura del maestro, su certificación de posgrado y campo de especialización; y d) Si el estudiante recibe servicios de paraprofesionales, y si es así, sus calificaciones [ESSA 1112(e)(1)(A)(i)-(ii)] b)
Información sobre cualquier política de la agencia educativa estatal o local en cuanto a la participación del estudiante en cualquier evaluación requerida por la sección 1111(b)(2) y por la agencia educativa estatal o local, que debe incluir una política, procedimiento o derecho de los padres a optar por no hacer dicha evaluación, cuando sea aplicable. [ESSA 1112(e)(2)(A)] c)
Además de la información anterior, se le notificará si su hijo ha sido enseñado durante cuatro semanas consecutivas o más por un maestro que no cumple con los requisitos de certificación aplicables del estado para la licencia en el nivel de grado y área temática en la que el maestro ha sido asignado. [ESSA 1112(e)(1)(B)(ii)]
Si desea recibir información específica sobre las calificaciones de los maestros de su hijo, por favor notifique al director de su escuela y se le proporcionará esta información. Como siempre, si tiene alguna pregunta sobre la educación de su hijo, no dude en ponerse en contacto con el director o maestro de su hijo para discutir el asunto.
Atentamente,
Sr. Jeff Boozer
Director de Servicios Estudiantiles