TITLE I FAMILY INVOLVEMENT POLICY

LTS is governed by the following statutory definition of parent and family engagement, and expects that its Title I schools will carry out programs, activities, and procedures in accordance with this definition. Parental and family engagement means the participation of parents/guardians in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring that

• parents/guardians play an integral role in assisting with their child’s learning;
• parents/guardians feel welcome at their child’s school and are encouraged to be actively involved in their child’s education at school;
• parents/guardians are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
• other activities, such as those described in section 1118 of the Elementary and Secondary Education Act (ESEA), are carried out; and
• ongoing pursuit of this goal enables the organization to meet federal and state requirements and improves student academic achievement.

Title I Organizational (LEA) Parent and Family Engagement Policy

LTS agrees to implement the following statutory requirements:

• 1. LTS will put into operation programs, activities, and procedures for the involvement of parents/guardians in all of its schools with Title I, Part A programs, consistent with section 1118 of the ESEA. Those programs, activities, and procedures are planned and operated with meaningful consultation with parents/guardians of participating children. Legacy Traditional Schools will take actions including, as appropriate, the establishment of parent committees to involve parents/guardians in the joint development of this organizational plan as required under section 1112 of the ESEA.
• 2. LTS will provide necessary coordination, technical assistance, and other support to assist schools in planning and implementing effective parent and family engagement activities in order to improve student academic achievement and school performance.
• 3. LTS will build the schools’ capacity in planning and implementing effective parent and family engagement activities by offering staff development, required funding, implementation of parent and family engagement activities, implementation of communication avenues (e.g., newsletters, Facebook, AlertSolutions, Powerschool), and recommendation of 12 hours of volunteering by parents/families. LTS will integrate parent and family engagement strategies that are supported by other federal/state/local programs into a cohesive program.
• 4. LTS will involve parents/guardians in the process of school review and improvement by organizing an annual parental evaluation of the school, as required under section 1116 of the ESEA. The evaluation will be conducted via an annual survey. The school will use the findings from this survey to assist in improving its Parent and Family Engagement Policy, to create activities to design strategies for more effective parent and family engagement, and to revise, if necessary, its parent and family engagement policies. Survey evaluation will include:
• a. The content and effectiveness of this Parent and Family Engagement Policy in improving the quality of its Title I, Part A schools, including identifying barriers to greater participation by parents/guardians in parent and family engagement activities (with
• particular attention to parents/guardians who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);
• b. The academic quality of the Title I schools;
• c. The needs of parents/guardians and family members to assist with the learning of their children; and
• d. Strategies to support successful school and family interactions.
• 5. Each Legacy Traditional School will incorporate this Parent and Family Engagement Policy into its LEA plan developed under section 1112 of the ESEA. In carrying out the Title I, Part A parent and family engagement requirements, to the extent practicable, the school will provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migratory children, including providing information and school reports, as required under section 1111 of the ESEA, in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents/guardians understand. If the Title I Plan (or Integrated Action Plan), developed under section 1112 of the ESEA, is not satisfactory to the parents/guardians of participating children, the organization will submit any parental comments with the plan when the school submits the plan to the State Department of Education and will provide a rebuttal process or additional meetings, if requested.

Title I School Parent and Family Engagement Policy/Plan with School-Parent Compact

As a single-site Local Education Agency, each Title I LTS campus will incorporate all requirements listed above in the Title I Organizational (LEA) Parent and Family Engagement Policy. To this end, each school will do the following:

• 1. Convene an annual Title I meeting to discuss the Title I Plan and this Parent and Family Engagement Policy. Parents/guardians can request additional meeting times and/or view the information provided at the meeting on the website. During this meeting, parents/guardians will be
• a. invited to be involved in Title I decision-making and policy-development activities;
• b. given information on how to help plan/review/improve the Title I Parent and Family Engagement Policy and/or Integrated Action Plan;
• c. provided with information about programs, curriculum, assessments, measurements of progress and how to monitor progress, and achievement levels of the state academic standards, including what levels of achievement are cause for concern or intervention;
• d. given equal access no matter their status as ELL, migrant, homeless, or disabled;
• e. given communication in a uniform format and in an understandable language, including alternative formats upon request;
• f. informed on how to request additional meetings;
• g. notified of the location of the School-Parent Compact in this handbook;
• h. assisted in developing strategies for parent and family engagement and in general how to help with their students’ academic achievement; and
• i. notified of their right to know the qualifications of their children’s teacher(s) and whom to contact to find out more.
• 2. LTS will provide materials and training to help parents/guardians work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parent and family engagement.
• 3. LTS will provide many parent/guardian participation opportunities, including
• a. volunteering and being involved in school activities;
• b. staff development and parent education opportunities;
• c. providing home support for their child’s education; and
• d. participating in school decision-making.
• 4. LTS will educate its teachers, student services personnel, principals, and other staff on how to reach out to, communicate with, and work with parents/guardians as equal partners; on the value and utility of contributions of parents; and on how to implement and coordinate parent programs and build ties between parents/guardians and schools.
• 5. LTS will ensure that information related to the school and parent programs, meetings, and other activities is sent to the parents/guardians of participating children in an understandable and uniform format, including alternative formats upon request and, to the extent practicable, in a language the parents/guardians can understand.
• 6. LTS will support and implement the School-Parent Compact found below.

School-Parent Compact

Consistent with section 1118 of the ESEA, LTS will work to ensure that the required parent and family engagement policies meet requirements, and each include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA. The Title I School-Parent Compact is a commitment from the school, the parent(s)/guardian(s), and the student to share in the responsibility for improved academic achievement. It outlines how parents, school staff, and students will share responsibility for improving student achievement. School compacts will be reviewed with parents/guardians and revised as necessary annually. The School-Parent Compact

• A. is made available in a uniform format in a language parents/guardians can understand (Spanish version available on our website);
• B. is available here in the handbook and on our website; and
• C. is distributed at Parent-Teacher Conferences and individualized for student needs.

SCHOOL RESPONSIBILITIES: Legacy Traditional Schools will

• provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to exceed the state’s academic achievement standards;
• hold parent-teacher conferences in the fall, during which this compact is discussed as it relates to the individual child's achievement (student-led conferences are held in the spring);
• provide parents/guardians with frequent reports on their children’s progress, at least twice a grading period;
• provide parents/guardians reasonable access to staff; and
• provide parents/guardians opportunities to volunteer and participate in their child’s class and to observe classroom activities.

PARENT RESPONSIBILITIES: The parent/guardian will

• provide encouragement to their child to do well in school and be a good student in the classroom by respecting the teachers, school staff, and other students;
• provide an environment and schedule at home that help the learning process and ensure that their child will attend school every day, with the willingness to learn and actively participate in school activities;
• read all notes, flyers, and correspondence from the school and promptly respond, as needed, to a teacher or staff member concerning educational activities or other information;
• become knowledgeable of other ways to assist their child in learning by reinforcing lessons from school and other opportunities for learning in the community;
• communicate with the teachers and staff regarding anything that directly affects their child’s ability to learn;
• become knowledgeable concerning the education standards and subject matter that affect their child and inquire about the status of their child’s work;
• participate in the classroom and/or the school to ensure that the school is meeting the educational needs of their child;
• be aware of and follow all rules and regulations of the school; and
• encourage and ensure student participation in any supplemental instructional programs as recommended, including any tutoring in-class and before/after school.

STUDENT RESPONSIBILITIES: The student will

• complete their classwork and homework every day and ask for help when needed;
• give to their parents/guardians all notices and paperwork received from the school each day;
• be aware of, and follow, all rules and regulations of the school; and
• attend and actively participate in any supplemental instructional programs as recommended, including any tutoring in-class or before/after school.

The full Title I plan is available at the district office. For more information, please use this contact:

Legacy Title I Coordinator

3201 South Gilbert Road

Chandler, AZ 85286

Phone: (480) 270-5438