Title I

When Parents are involved, research shows:

• Students achieve more regardless of socio-economic status, ethnicity, or parents' educational level.
• The more extensive the parent involvement, the higher the student achievement.
• Students exhibit more positive attitudes and behavior.
• Students have higher graduation rates and greater enrollment rates in post-secondary education.
   

How can parents become involved?

Epstein's Framework of six types of involvement for Comprehensive Programs of Partnership:

PARENTING: Assist parents in learning about effective parenting skills through school and community workshops. Help all families establish home environments to support children as students.

COMMUNICATING: Initiate regular two-way communication between home and school. Design effective forms of school-to-home communications about school programs and their children's progress.

VOLUNTEERING: Be a school volunteer. Recruit and organize parent help and support.

LEARNING AT HOME: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.

DECISION MAKING: Parents must be a part of school decision-making committees such as the School Accountability Committee.

COLLABORATING WITH THE COMMUNITY: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.

Parent's Right to Know:

• Parents of all children in all Title I schools have the right to request and receive timely information on the professional qualifications of their children's classroom teachers.
• Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching.
• Whether the teacher is teaching under emergency or another 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, including the field of discipline of the certification or degree.
• Whether the child is provided services by paraprofessionals and, if so, their qualifications.