Family Involvement Plan

Bilquist Elementary Title I 

Family Involvement Plan

2023-2024

 

Title I Family Night (may be held on the same date as Literacy Night, Title III/ELD night): Family Night DATE/TIME: June 8, 2023 5:30-7:30PM

Describe key strategies planned to increase meaningful family involvement that is designed to build the schools’ and family’s capacity for family engagement, enhance home-school partnerships and improve student learning.

At  Bilquist Elementary School, we recognize that family involvement is directly related to children’s academic success.  Therefore, we encourage family presence and leadership within our school community.  

A number of events are planned throughout the school year to help facilitate and encourage family involvement.  Our Title I Family Involvement Plan includes:

Providing families with information on:

• grade-level curriculum

• their child’s achievement levels on state academic standards

• requirements of Title I 

• their child’s academic and social-emotional progress

Important and timely Information will be shared with families:I

• at parent-teacher conference

• In the classroom newsletters

• in the school newsletter

• on the school and teacher websites

• at Open House

• During family events - such as Title I/lScience Night and Safety night

• in multiple languages, with interpreters, if needed

Opportunities for active family engagement through:

• PTA

  • PTA Meetings (September, January, March & May)

  • Jogathon (September)

  • Movie Nights (October, January, & April)

  • Safety Night (October)

  • Family Dinner (February)

  • Hippy Shake Dance (March)

  • Title I Family Night/ Science Night (Spring)

• Site Council

• Classroom and school volunteers

• Lunch Buddy program

• Field Day (June)

• Student Performances

• Ready, Set, Go preschool

• Cultural Celebrations

• Adult classes (District supported parent education classes)  

Information, input and feedback will be gathered from parents via:

• The Youth Truth parent survey 

• co-development of the Parent Compact

• PTA meetings

• Site Council meetings

• culturally or linguistically specific parent meetings (District supported)

• affinity group meetings (District supported)

Describe the process used to meet with parents of students who have not met academic standards.

Teachers are asked to identify students who are not meeting grade level standards.  The Multi-Tiered System of Supports (MTSS) grade-level teams meet to review student data and to develop levels of academic and behavioral supports for groups and individual students.  When a student receives additional support, teachers provide parents with a brochure outlining the MTSS process.  As the level of support becomes more intensive, parents are invited to be a part of the team in making decisions about specific interventions for home and/or school.

Teachers meet with parents and families to discuss progress during fall conferences and periodically throughout the year when students are not meeting academic standards.  Parents receive a written report card three times each school year.

Describe how the school’s family engagement plan/initiatives work to close the cultural competency/proficiency gap between the school and families:

• all staff are required to attend the Taking it Up training on race and equity

• social-emotional learning is provided to staff to build, maintain and strengthen student and parent relationships by honoring the strengths, culture, identity that each person brings

• staff encourage biliteracy and bilingualism in students and families as a strength and a connection to identity and to a broader community 

• signage is in at least 2 languages across the school

• staff honor a variety formal and informal communication channels, languages and styles (peer to peer communication by phone, text, or meeting in person, oral, written) when connecting with parents

• communication is in more than one language, as needed and where possible

• staff participate in monthly professional development on culturally proficient teaching strategies

• school supports cultural, linguistic and racial affinity groups to meet with each other and/or with the Principal; school provides meetings space, facilitation, child 

• care, food, speakers on topics chosen by families

• provide adult classes (Social-emotional learning, financial literacy, ESL, computer literacy, immigration policy, parent empowerment, nutrition classes, exercise/health classes…) 

• prioritizing hiring bilingual/bicultural staff to better support, ally with and communicate with families

• school provides a dedicated family/community meeting space 

• NCSD equity lens guiding questions used to make decisions with staff