The programmes listed below each meet two criteria: having rigorous research evidence demonstrating a positive impact on parental engagement and learning outcomes, and having sufficient documentation available online to allow others to learn from the approach. Reach Up and Learn is a programme of weekly home-visits conducted by trained community workers to parents of infants aged six months through three years old.
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The full home visit curriculum is available free of charge for those who register on the programme website. A similar home-visit programme, for parents of children aged 16 months to four years, is the Parent-Child Home Program. Doctors and nurses are trained to discuss with parents how their children learn from infancy and how they can support that learning by regularly reading books aloud to their children.
Research on this programme, and on several similar ones, shows, in most cases, that parents do indeed read more frequently with their children as a result, and that children develop larger vocabularies and stronger emergent literacy skills as a result, improving their school experiences in later years. The programme is designed for parents of children aged three to five years, and involves weekly home visits and monthly parent group meetings and parent-child workshops. During the weekly home visits, parents receive materials from the HIPPY program, including activity books that help parents plan the learning and play that they will engage in with their children throughout the week, a kit of basic supplies they will need to carry out the activities, and storybooks to read with their children.
The model has been the subject of dozens of research studies, with consistent demonstrations of positive impact even as the approach has been refined over the years. The full programme implementation, which lasted 10 months, combined two hours of daily adult literacy and numeracy classes for mothers with a weekly programme of home visits.
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Literacy Boost , a programme developed by Save the Children for the first three grades of primary school, includes teacher training, regular reading assessments for children, and a set of community activities to encourage literacy development as a part of daily life. This Community Action component includes a series of reading awareness workshops for parents, the establishment of local book banks, and the organization of recreational reading activities outside of school. Materials include guidance on how to establish a positive relationship with parents, as well facilitation guides on the specific discussion topics, DVDs of presentations to show parents, and illustrations to stimulate discussion on a particular theme.
An impact evaluation of the Mallette des Parents approach in the first year of secondary school showed increased participation of parents in school activities, improved student behaviour, and some effects on academic performance, particularly for weaker students. Out-of-school parents and community involvement interventions. Chowa, G.
Center for Social Development. Desforges, C. The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. Department for Education and Skills, UK.
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Part I. Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children.
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MACCRAY Public School will work with its schools to ensure that the required school-level parent involvement plan meets the Title I requirements, and includes, as a component, a school-parent compact. In carrying out the Title I parent involvement requirements, to the extent practicable, MACCRAY Public School and its schools will provide full opportunities for the participation of parents with children with limited English proficiency, parents with children with disabilities, and parents of migratory children, including providing information and school reports in an understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.
MACCRAY Public School will involve the parents of children served in Title I schools in decisions about how the one percent of Title I funds reserved for parental involvement is spent, and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools. Part II. How will parents be included in writing the parent involvement plan? The District report card will be linked to the school web site. Parent will be notified via mailed letter home is the school has been identified as a needs improvement school.
How will the school identify students who qualify for Title I services?
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Student will be identified by the results of STAR assessments. The parents will be invited to before mentioned meetings and asked for their input. During inservices, the staff will discuss strategies to involve parents. MACCRAY Public School will involve parents, in an organized, ongoing, and timely way, in the planning, review and improvement of programs under this part, including planning, review and improvement of the school parent involvement plan.
MACCRAY Public School will offer a number of flexible meeting options, such as meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care or home visits, as such services relate to parental involvement. If there is a need, additional meeting times will be scheduled.
MACCRAY Public Schools will provide the following necessary coordination, technical assistance and other support to assist Title I schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance. MACCRAY Public School will, with the assistance of its Title I schools, provide support to parents of children served by the school district or school, as appropriate, in understanding topics such as the following.
List activities, such as workshops, conferences, classes, both in-state and out-of-state, including any equipment or other materials that support educating parents on the above topics. MACCRAY Public School will provide parents of participating children, if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practically possible.
MACCRAY Public School will, with the assistance of its Title I schools and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools.
MACCRAY Public School will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.
MACCRAY Public School will take the following actions to ensure that Title I information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand.