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Policies » Section K: School/Community - Home Relations » KB/KB-R: Title I Family And Community Engagement

Policy Date: 01/03/2017

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HSD File: KB

This policy is required for school districts receiving Title I funds (e.g., Title IA, Focus/Priority,

The School Board acknowledges the family and community engagement goals of the Every
Student Succeeds Act and encourages regular collaboration between family members, community
members, and school leadership. The education of children is viewed as a cooperative effort
among the parents, school and community, and other family members involved in supporting the
child’s development and education.

Pursuant to federal law, the District will develop jointly and distribute to parents of children
participating in the Title I program a written family and community engagement policy.

The goal of this policy is to:
(1) Honor and recognize families’ funds of knowledge,
(2) Connect family engagement to student learning,
(3) Create welcoming, inviting cultures, and
(4) Develop the capacity of families to negotiate the roles of supporters,
advocates, and collaborators.

The District will implement at least one annual meeting that is available to all families of students
attending Title I schools and/or for families that include a student who receives Title I services
(Targeted Schools). These meeting will provide parents and family members’ opportunities to
participate in the design, development, operation and evaluation of the program for the next
school year. Additional meetings may be held at the will of the Superintendent or school board.

These meetings will be used to:
1. Involve parents in the joint development of the Title I program plan, the process of
reviewing the implementation of the plan, and suggesting overall school improvements
2. Provide the coordination, technical assistance and other support necessary to assist
participating schools in planning and implementing effective family and community
engagement activities to improve student academic achievement and school
3. Build the schools’ and parents’ capacity for strong family and community engagement.
4. Coordinate and integrate Title I family and community engagement strategies with those
of other educational programs.
5. Conduct, with the involvement of families, an annual evaluation of the content of the
family engagement policy and its effectiveness in improving the academic quality of the
schools served. This will include identifying barriers to greater participation by parents in
activities authorized by law, 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. The district will use the findings of such evaluation
to design strategies for more effective parental involvement and to revise, if necessary,
the parental involvement policies.
6. Involve families in the activities of the schools served.

Title I funding, if sufficient, may be used to facilitate parent attendance at meetings through
payment of transportation, childcare costs, food for the event, and academic based supplies and
activities during the event. In targeted assistance programs, the families of children identified to
participate in Title I programs will receive from the school Principal and/or Title I staff an
explanation of the reasons supporting each child’s selection for the program, a set of objectives
to be addressed, and a description of the services to be provided. Opportunities will be provided
for the parents to meet with the classroom and Title I teachers to discuss their child’s progress.
Parents will also receive guidance as to how they can assist in the education of their children at

Legal References:
20 U.S.C. §6318, Title I – Parental Involvement

Adopted: February 3, 2004
Reviewed/Revised: January 3, 2017


HSB File: KB-R

In order to achieve the ideal level of Title I parent involvement desired by board policy on this
topic, these regulations guide the development of each school’s annual plan designed to foster a
cooperative effort among the parents, school, and community.

A. Guidelines
Parent involvement activities developed at each school will include opportunities for volunteering,
parent education, home support for the child’s education, and parent participation in school

The school system will provide opportunities for professional development and resources for the
staff, parents, and community regarding effective parent involvement practices.

B. Roles and Responsibilities

1. Parents
It is the responsibility of the parent to actively communicate with school staff; be
aware of rules and regulations of the school; take an active role in the child’s
education by reinforcing, at home, the skills and knowledge the student has
learned in school; and utilize opportunities for participation in school activities.

2. Staff
It is the responsibility of the staff to develop and implement a school plan for
parent involvement; promote and encourage parent involvement activities;
effectively and actively communicate with all parents about skills, knowledge,
and attributes the student is learning in school and suggestions for
reinforcement; send information to parents of Title I children in a format; and to
the extent practicable, in a language the parents can understand.

3. Community
Community members who volunteer in the schools have the responsibility to be
aware of rules and regulations of the school and utilize opportunities for
participation in school activities.

4. Administration
It is the responsibility of the administration to facilitate and implement the Title I
Parent Involvement Policy and Plan; provide training and space for parent
involvement activities; provide resources to support successful parent
involvement practices; provide in-service education to staff regarding the value
and use of contributions of parents and how to communicate with and work with
parents as equal partners; send information to parents of Title I children in a
format; and to the extent practicable, in a language the parents can understand.

Adopted: February 3, 2004