The Every Student Succeeds Act of 2016 mandates specific activities by districts and schools to involve parents in the educational process of their children. Throughout the law, there are references to parents’ rights and responsibilities, as well as requirements of schools and districts. A substantive number of these requirements can be found in the Title I school- and district-level parent involvement policies found in Section 1118 of ESSA. The most significant of these requirements are outlined below along with resources and guidance for each.

Requirements and Resources

1. Districts are required to have a Title I Family Engagement policy that outlines how districts will more meaningfully engage parents AND meet the requirements of the law
2. Title I schools are required to have a Title I Family Engagement policy, which includes a school-parent compact that is developed jointly with parents. The school-parent compact will be included in the Unified School Improvement Plan.
3. Timely notification to parents regarding school choice, supplemental services, and teacher qualifications.
4. Input from parents of children receiving Title I services regarding use of Title I funds for Family Engagement activities.

Title I

Family Engagement has a powerful influence on a child's achievement

When families are involved, research shows:

• Students achievement increases irregardless of background.
• The more extensive the ,Family Engagement the higher the student achievement.
• Children with involved parents have higher grades and test scores, better attendance and complete their homework more consistently.
• Students exhibit more positive attitudes and behavior.
• Students have higher graduation rates and greater enrollment rates in post-secondary education.
• Educators hold higher expectations for those students whose parents will work with the teacher.
• Children who are the furthest behind make the greatest gains.

How can parents become involved?

Epstein's Framework of six types of Engagement for Comprehensive Programs of Partnership:

• PARENTING: Assist parents in learning about effective parenting skills through school and community workshops. Help all families establish home environments to support children as students.
• COMMUNICATING: Initiate regular two-way communication between home and school. Design effective forms of school-to-home communications about school programs and their children's progress.
• VOLUNTEERING: Be a school volunteer. Recruit and organize parent help and support.
• LEARNING AT HOME: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.
• DECISION MAKING: Parents must be a part of school decision-making committees such as the School Accountability Committee.
• COLLABORATING WITH THE COMMUNITY: Identify and intergrate resources and services from the community to strengthen school programs, family practices, and student learning and development.

PARENT'S RIGHT TO KNOW:

Parents of all children in all Title I schools have the right to request and receive timely information on the professional qualifications of their children's classroom teachers.

• Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching;
• Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived;
• The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, including the field of discipline of the certification or degree; and
• Whether the child is provided services by paraprofessionals and, if so, their qualifications.