Teacher/Staff Input for 2019-2020
During Building Staff Capacity Training
MARCH 26, 2019
IMPORTANT: Please Sign-In & Give Your Feedback!!
TEACHERS AND STAFF ARE INVITED TO READ THROUGH THIS PRESENTATION AND TAKE THE EVALUATION IN ADVANCE! THANK YOU!!
REVIEW AND REVISE SCHOOL-FAMILY COMPACT
“Map It Out” Input
Using these data points, please tell us how we can improve our program:
- Accessibility (i.e. Language barriers, times of meetings for working parents)
- Jointly Developed - How to include all of our school community
- Parent Engagement - Getting Parents into the classrooms and to come to Parent Workshops, Title I Annual Meeting
- Opportunities for Consultation - Giving Input (i.e. Title I Input Meetings) and feedback throughout the year.
- Building Staff Capacity - How can parents partner with the school and teachers? What would parents like to communicate with teachers and school?
Help Us to Review & Revise:
- School-Wide Plan
- School-Family Compact
Share the Power and Jointly Decide
- School-Wide Plan and the Parent & Family Engagement Plan
- Joint Decision Making, Sharing Power & Advocacy
- 2-Way Communication
- Schoo-Family Compacts
- What is a Compact?
- Parents, teachers & students Agree to…
- Parent University Workshop
- What obstacles are in your way?
PARENT & FAMILY ENGAGEMENT PLAN
Explanation of Title I School-Wide Program
- What makes EPMS a Title I school?
- What is the purpose of the Spring Input Meeting?
- What benefits does Title I bring to EPMS?
- What is a Parent Liaison?
- What are the benefits of Title I, and who benefits?
Title I Requirements
- Each Title I school shall educate teachers, specialized instructional support personnel, principals, and other school leaders, 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 - Section 1116(e)(3)
- Each Title I school shall, to the extent feasible and appropriate, coordinate and integrate parent involvement 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 in fully participating in the education of their children – Section 1116(e)(4)
- Each Title I school shall 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 – Section 1116(e)(5) and Section 1112(e)(4)
- Each Title I school shall implement an effective means of outreach to parents of English learners to inform the parents regarding how the parents can be involved in the education of their children and be active participants in assisting their children to attain English proficiency, achieve at high levels within a well-rounded education, and meet the challenging State academic standards expected of all students [and]… shall include holding, and sending notice of opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents of students assisted under [Title I] or Title III. – Section 1112(e)(3)(C)
How to Build Capacity
I. Building Staff Capacity with Parents Objectives
- Work with Parents as Equal Partners in their child's education
- Foster parent engagement in the classroom and the school
- Parents are stakeholders in their child's academic success
II. Building Capacity with Parents
- Value and utility of contributions of parents
- Reach out to communicate and work with parents as stakeholders
- Implement and coordinate parent programs to build ties between home and the school
III. Value and Utility of Building Capacity with Parents
- Partnering with parents builds relationships because it opens up 2-way communication, builds trust, and supports student success
- Because parents were their child’s first teacher, partnering with them indicates that teachers/staff value the contributions parents make towards their child's academic achievement
- Strategies are identified by teachers to further support student success both in school and through family involvement
IV. Communication is the Key!
- Create a website or use weekly emails to tell parents about tests, projects, and homework assignments
- Create a window into your classroom through Social Media or by submitting pictures to Titan Talk.
- Communication is the key to Initiating and maintaining ties between home and school
- Create Trust by being responsive, timely, relevant, and clear in purpose.
Georgia Department of Education (GADOE) Requirements for Building Staff Capacity:
- Assistance of parents (feedback and input of parents)
- Value and utility of parent contributions (volunteering in the classroom)
- Reach out to communicate with parents (effective communication)
- Work with parents as equal partners (i.e. implement and coordinate parent programs)
- Build ties with parents between school and home (i.e. resources for student achievement)
Evaluations & Feedback Form
2) Feedback Form for School-Family Compact - Spring Input for 2019-2020
- If you attended the Title I Input Stakeholder Meeting at 8:30 am. Thank you.
- All teachers and staff are invited to join us at the Title I Input Stakeholder Meeting at 6:00 am in the Media Center