Parent and Family Engagement


Parent and Family Engagement


  1. LEA parent and family engagement policy 

Districts and schools must, with the involvement of parents with children in Title I

schools, develop written parent and family engagement policies that meet the requirements of section 1116 of ESSA. LEA policies must be distributed to Title I parents in an understandable and uniform format. Policies must be evaluated annually, with meaningful involvement of parents. The evaluation process includes identifying needs of parents and family members to assist in their child’s learning and to address identified barriers to greater family participation. Strategies are identified and the LEA policy is revised, as necessary. Requirements and templates for LEA policies can be found at


  1. School parent and family engagement policy

Each Title I school must develop, together with parents, a written parent and family engagement policy that is agreed upon by the parents. Parents must be notified of the policy in a uniform format and in a language the parents can understand. The school policy must be made available to the local community and updated periodically to meet the changing needs of the parents and school. Requirements and templates for school policies can be found at








3. School-parent compact

Schools must develop, with parents, a school-parent compact. The compact is a part of the school parent and family engagement policy and must outline how parents, school staff and students will share the responsibility for improved student academic achievement. Requirements and templates for school-parent compacts can be found at


  1. Parents’ right to know – student achievement

Schools must provide parents information on the level of achievement of their student in each of the state academic assessments.


  1. Parents’ right to know – teacher and paraprofessional qualifications

At the beginning of each school year, a school district must notify the parents of each student attending any school in the district of their right to request information regarding the professional qualifications of their child’s classroom teacher and paraprofessional.



If a parent requests this information, the LEA must provide such information upon request, in a timely manner, in an understandable and uniform format, and to the extent practicable, in a language the parents can understand. The information must include:



  • whether the teacher has met PED qualification and licensing criteria for the grade levels and subject areas in which the teacher currently provides instruction;


  • whether the teacher is working under an internship license or waiver;


  • whether the teacher is teaching in their field of discipline of the teacher’s certification; and


  • whether a paraprofessional is providing services to their child, and if so, their qualifications.


In addition, schools must provide timely notice if a student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.


  1. Title I Part A meetings

A Title I school must hold annual meetings to provide parents information about the school’s participation in Title I Part A programs. Schools must explain program requirements, the parents’ right to be involved, and the importance of regular, ongoing parent-teacher communication. Schools must also provide parents with information about the curriculum used in the school, the forms of assessment used to measure student progress, and the achievement levels of the challenging state academic standards. Meetings must be held at a convenient time. Schools must offer a flexible number of meetings, and may use Title I funds to provide supports such as transportation and/or childcare.


  1. Annual report cards

LEAs must disseminate a district report card to parents with information related to student achievement on academic assessments, accountability and teacher quality.


  1. Written complaint procedures

LEAs must disseminate to parents of students, and to designated private school officials or representatives, adequate information about written complaint procedures for resolving issues of violation(s) of a Federal statute or regulation that applies to Title I, Part A programs.


  1. English Language Learner (ELL) – language instruction educational programs


Not later than 30 days after the beginning of the school year, districts must inform parents of ELL students participating in a Title I Part A-funded language instruction educational program, as determined under Title III, of the:


  • 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 ELL students, 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 individualized education program (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.
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