Glenbard Township High School District 87
Policy 6:170-E2
Instruction
Exhibit – School-Level Parental Involvement Compact
This school-level parent involvement compact provides an understanding of the joint responsibility of the
District and parents/guardians for improving student academic achievement and school performance. The
District provides opportunities for parent/guardian involvement by:
Parent/Guardian Involvement
1. Convening an annual meeting, at a convenient time, to which all parents/guardians of participating
children are invited and encouraged to attend, to inform parents/guardians of their school’s participation
under Title I and to explain the requirements of Title I, and the right of the parents/guardians to be
involved. The Building Principal or designee shall:
A. Invite all parents/guardians of participating children to the annual meeting at school.
B. Explain the rights of parents/guardians to be involved in establishing this compact.
C. Introduce and involve the building representatives on the District-level committee.
D. Provide an overview of Title I and give parents/guardians an opportunity to express questions and
concerns.
E. Indicate the mechanisms by which the committee work will be communicated.
F. Seek the involvement and input of parents/guardians.
G. Provide child care so that all parents/guardians who would otherwise be unable to attend may
attend.
2. Offering a flexible number of 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. The Building Principal or designee shall:
A. Provide parents/guardians with opportunities to ask questions and dialogue informally about
student academic achievement and school performance.
B. Engage building-based parent organizations to assist with communication and implementation
needs.
C. Develop and use outreach programs to involve community groups and organizations.
3. Involving parents/guardians in an organized, ongoing, and timely way, in the planning, review, and
improvement of programs under Title I, including the planning, review, and improvement of the school
parental involvement policy and the joint development of the school wide program plan (under NCLBA
§1114(b)(2), except that if a school has in place a process for involving parents/guardians in the joint
planning and design of the school’s programs, the school may use that process, if such process
includes an adequate representation of parents/guardians of participating children. The Building
Principal or designee shall:
A. Identify and establish a process by which an adequate representation of parents/guardians of
participating children can occur.
B. Establish a schedule for the building-based committee to plan, review, and recommend
improvements to the District parent involvement policy.
4. The Building Principal or designee shall:
A. Provide parents/guardians of participating children timely information about programs.
B. Communicate updates through use of school newsletters, the District web site, e-mail and
telephone contact, and home visits if needed.
5. The Building Principal or designee will provide a description and explanation of the curriculum in use at
the school, the forms of academic assessment used to measure student progress, and the proficiency
levels students are expected to meet.
6. The Building Principal or designee shall:
A. Provide parents/guardians, upon request, 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 suggestions as soon as practicably possible.
B. Develop a feedback loop for parents/guardians to ask questions and receive follow-up.
7. If the school wide plan under section 1114(b)(2) is not satisfactory to the parents/guardians of
participating children, the Building Principal or designee shall:
A. Submit any comments when the school makes the plan available to the School Board.
B. Provide a process for parents/guardians to express concerns and complaints.
Shared Responsibilities for High Student Academic Achievement
1. The School is responsible for providing a high-quality curriculum and instruction in a supportive and
effective learning environment that enables the children served under Title I to meet the State’s student
academic achievement standards. Each parent/guardian is responsible for supporting their children’s
learning, by:
A. Monitoring attendance, homework, and television viewing.
B. Volunteering in their child’s classroom and participating, as appropriate, in decisions relating to
their children’s education and extracurricular activities.
2. Communication between teachers and parents/guardians occurs on an ongoing basis through:
A. Parent-teacher conferences in elementary schools, at least annually, during which the compact
shall be discussed as the compact relates to the individual child’s achievements.
B. Frequent reports to parents/guardians on their children’s progress.
C. Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and
observation of classroom activities.
Building Capacity for Involvement
1. To ensure effective involvement of parents/guardians and to support a partnership among the school’s
involved, each school shall:
A. Provide assistance to parents/guardians of children served in understanding the State’
academic content standards and State student academic achievement standards, State and
local assessments, monitoring a child’s progress and work with educators to improve the
achievement of their children.
B. Provide materials and training (such as literacy, technology, etc.) to help parents/guardians
work with their children.
C. Educate teachers and other staff in the value and utility of contributions of parents/guardians
and how to effectively communicate with and work with parents/guardians as equal partners.
D. Implement and coordinate parent/guardian programs that will build ties between them.
E. Coordinate and integrate parent involvement programs and activities with Head Start, Reading
First, Early Reading First, Even Start, the Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program and public preschool and other programs and
conduct other activities, such as parent/guardian resource centers that encourage and support
parents/guardians in more fully participating in the education of their children.
F. Ensure that information is sent to the parents/guardians of participating children in a format and
language that parents/guardians can understand.
G. Involve parents/guardians in the development of training for teachers, Building Principals, and
other educators to improve the effectiveness of such training.
H. Provide necessary literacy training from funds received under this part if the District has
exhausted all other reasonably available sources of funding for such training.
I. Pay reasonable and necessary expenses associated with local parental involvement activities,
including transportation and child care costs to enable parents/guardians to participate in
school-related meetings and training sessions.
J. Train parents/guardians to enhance the involvement of other parents/guardians.
K. Use outreach programs to involve community groups and organizations.
L. Arrange school meetings at a variety of times, or conduct in-home conferences between
teachers and other educators, in order to maximize parental involvement and participation.
M. Adopt and implement model approaches to improving parental involvement.
N. Establish a District-wide parent advisory council to provide advice on all matters related to
parental involvement in supported programs.
O. Develop appropriate roles for community-based organizations and businesses in
parent/guardian involvement activities.
P. Provide such other reasonable support for parental involvement activities under this section as
parents/guardians may request.
In carrying out the parental involvement requirements of this compact, the school, to the extent
practicable, will provide full opportunities for the participation of parents/guardians with limited
English proficiency or disabilities, including providing information and school reports in a format
and, to the extent practicable, in a language such parents/guardians understand.
DATED: December 9, 2002
REVIEWED: January 17, 2006
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