Family Engagement Requirements Under Title I

1. Family Engagement Requirements Under Title I

2. Why does Title I require family engagement? Family engagement requirements for schools receiving Title I federal funding are meant to ensure: • That district and school level decisions about academic and extracurricular programming involve community stakeholders; • That parents are encouraged to be actively involved in their child’s education at school; • That other activities as described in section 1116 of the ESEA are carried out.

3. School, Parent, and Family Engagement Policy • Title I schools are required to: • Develop a written family engagement policy in collaboration with families; • Make this policy available to local families and communities in a language that is understandable to parents and families; and • Update this policy periodically.

4. School-Parent compact Schools, in collaboration with parents, must develop a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. Note: The School-Parent compact is a separate document from the school’s family engagement policy. The School-Parent Compact usually features signature lines for a parent, the student, and a teacher.

5. Parent’s right to know • Parents have an inherent right to know whether or not the teachers and paraprofessionals working with their child meets certain professional qualifications. • When a parent requests information, the LEA is required to: • Provide such information in a timely manner; • The information is understandable and uniform; and • The information is in a language that the parents can understand.

6. Title I, Part A: Meetings • Schools receiving Title I funds must hold informational meetings with parents about educational programs. These meetings must: • Be held on an annual basis; • Explain program requirements; • Explain the parents’ right to be involved; • Emphasize the importance of meaningful parent-teacher communication; and • Provide information about the curriculum used in the school.

7. English learner – Language instruction • Reasons for the identification; • Level of English proficiency, how the level was assessed, and the status of the child’s academic achievement; • Methods of instruction used in the program and the methods of instruction in other available programs; • How the program will meet the educational strengths and needs of their child; • How the program will help their child learn English and meet age-appropriate academic standards for grade promotion and graduation; • Exit requirements, including the expected rate of transition into classrooms not tailored for ELs, and expected rate of graduation for secondary students; • In the case of a child with a disability, how the program meets the objectives of the child’s IEP; and • Rights they have as parents, including written guidance of the right to remove their child from the program and their right to decline services or to choose another program if available.

8. Additional resources • More information about Title I parent engagement requirements and other Title I requirements are available in the Title I Bureau Guideat: • https://webnew.ped.state.nm.us/wp-content/uploads/2017/12/Title-I-Bureau-Guide-2017-18-REV-11-BR-2017.10.30.pdf