Development of Local School District Plan for Title I Application
Section 1112 (d) (1)
Teachers, principals, administrators, and other appropriate school personnel, and with parents of children in schools served under this part, shall be consulted by the local school district before it submits its Title I application to the State for approval.

Title I school district plans must provide for parental input and participation as follows:

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 Must be developed in consultation with parents of children in schools with Title I programs, along with teachers, principals, administrators, and other appropriate school personnel;
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 Must describe strategies to implement effective parental involvement;
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 Must describe how teachers and the school, in consultation with parents, will identify eligible children most in need of Title I services (for targeted assistance schools, see targeted assistance programs in Glossary); and
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 Must submit parents’ comments when the plan goes to the state for approval, if Title I parents are not satisfied with the plan.

Development of School Plan To Be Part of the School District’s Title I Application
Sections 1114 and 1115
Title I school plans must provide for parental input and participation as follows:

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 Must describe ways the school district will inform parents, teachers, and students about student progress in achieving state standards and, in consultation with parents, ways to identify students most in need of special services;
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 Must describe LEA parental involvement policies and programs, how the district will provide technical assistance to support parental involvement programs, and how parental involvement programs will be coordinated with Even Start, Head Start, Reading First, Early Reading First, transition from preschool to kindergarten programs, and LEP programs;
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 Must describe how the school will disseminate school and district parental involvement policies; and
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 Must describe how services will be coordinated and integrated with other educational programs such as Even Start, Head Start, Reading First, Early Reading First, transition from preschool to kindergarten programs, and LEP programs.

Note: Targeted assistance schools can use Title I funds to collaborate with local service providers of health, nutrition, and other services if no other public or private resources are available to cover those costs.

Process for Parents to Object to an Unsatisfactory Title I Plan in Application
Section 1118 (a) (B) (4)

If the school district plan is unsatisfactory to Title I parents, the school district shall submit parent comments when it sends it plan to the State for approval.

Title I School Wide Program Plan in Application
Section 1114 (b) (2)(B)(ii) and (iv)

Each school that qualifies to be a school wide program must develop a comprehensive plan which shall be developed with the involvement of parents and other members of the community to be served who will carry out such plan including teachers, and school administrators.

Title I Targeted Assistance School Plan
Section 1112 (b) (E); Section 1118 (c) (5)

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 In consultation with parents, administrators, and pupil services personnel, the school district must include a description of how teachers, in consultation with parents, will identify the eligible children most in need of services for Title I as part of the Title I school district plan that that is submitted to the State for approval.
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 If the school wide plan is not satisfactory to the parents of participating children, parents must be provided the opportunity to submit their comments on the plan when the school presents the plan for adoption to the school district.

Title I School Improvement Plans
Section 1116 (b) (2) (B); Section 1116 (b) (B) (ii); Section 1116 (b) (A); Section 1116 (b) (D) (i); Section 1116 (c) (3) (6)

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 If a school is identified for school improvement, the local school district must develop a plan for improving the school, and NCLB says that the district MAY condition the approval of the plan on feedback from parents and community leaders.
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 If a school is identified for either school improvement, corrective discipline, or restructuring, the majority of parents in that school may challenge the identification based on a statistical error, or other substantive reasons, which is presented to the school district before it makes it final decision to identify the school as needing improvement.
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 After a school has been identified for school improvement, each school must develop a school plan, or revise a previous plan, for improvement, in consultation with parents, school staff, the school district and outside experts. The plan will cover a two-year period. In addition, parents shall be consulted if the plan is revised during that period.
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 Within 45 days of receiving the school plan, the school district must establish a peer review process to assist in the review of the school plan, recommending either approval by the district or revisions of the plan. While the law does not explicitly require that parents and community members be part of this review process, we recommend that they be included, since the state includes parents in its own review process of state plans.
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 If an entire school district is identified as needing improvement or corrective action, the state educational agency must notify all parents of the district with recommendations on how they can participate in upgrading the quality of the entire district.
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 Each school district identified for improvement must develop an improvement plan in consultation with parents, school staff and others.

Title I School Restructuring
Section 1116 (b) (8) (C) (ii) (II)

If a school is identified for “corrective action,” which results when a school does not make AYP, or the achievement levels expected by the state, after 4 straight years, the school must be restructured. In this case, the school district must provide the teachers and parents with an adequate opportunity to comment about the school restructuring plan, and participate in the development of a revised new plan.

Title I Public School Choice
Section 1116 (b) (E); Section 1116 (b) (11)

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 For schools that are in their first and second years of school improvement; corrective action or restructuring, parents must be notified well before the beginning of the school year in which choice will be offered that they may transfer their student into another public within the school district if any such schools may be available.
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 If all of the schools in a school district are identified as needing improvement, corrective action or restructuring, the school district to the extent practicable try to establish a cooperative agreement with another school district in the area.

Title I Supplementary Educational Services
Section 1116 (e) (4) (A); Section 1116 (e) (2) (B); Section 1116(e) (3) (A)

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 The state educational agency shall, in consultation with school districts, parents, teachers and other interested members of the public, promote a maximum number of providers to participate so that parents will have as many choices of providers as possible.
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 If a child is eligible for supplementary educational services, the parents shall select and approve the provider of the services, and in consultation with the parent, the school district will develop a statement of specific achievement goals for the student, how the student’s progress will be measured, and a timetable for improvement, that, in the case of a student with disabilities is consistent with the student’ individualized plan.
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 The school district is prohibited from disclosing the identity of students who are eligible for or receive supplement educational services without written permission of the parents of the student.

Title I School District and School Parental Involvement Policy
Section 1118 (a) (1); Section 1118 (a) (2) (A); Section 1118 (a) (2) (E); Section (a) (2) (F); Section 1118 (a) (3) (B); Section 1118 (b) (1) and (4); Section 1118 (c) (1-5)

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 Any school district that receives Title I funds must implement programs, activities, and procedures involving parents in programs assisted under Title I, and those programs must be planned and implemented with meaningful consultation with parents of participating children.
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 Each Title I school district must develop a written parental involvement policy developed jointly with, agreed on with, and distributed to parents of children who qualify for Title I assistance.
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 Each school district shall conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parent involvement policy, and to make revisions as necessary.
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 The parent involvement policy should stipulate how parents will be involved in the activities of the school as identified by criteria in the law.
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 Parents shall be involved in decisions regarding Title I funds that are spent to implement the activities in the parent involvement policy.
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 The school district may establish a district wide parent advisory council to provide advice on parental involvement programs.
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 Each Title I school in the district shall be jointly developed with, and distributed to, parents of participating children a written parental involvement policy, agreed on by such parents, that shall describe the means for carrying out the school district parent involvement policy. The policy shall be made available to the local community and updated periodically to meet the changing needs of parents.
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 Each Title I school shall involve parents in an organized, timely and ongoing way in the planning, review, and improvement of school parental involvement policies and programs, and provide parents the opportunity to participate in decisions that relate to the education of their children.
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 As part of the school policy, each school must convene an annual meeting of parents to inform parents about the policy and their rights to be involved. In addition, parents may request that the school call regular meetings so parents can formulate suggestions and participate in decisions relating to the education of their children, and ask the school to respond as quickly as possible.
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 In building parental involvement capacity, NCLB requires that each Title I school district and school shall:
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 Provide assistance to parents in understanding the requirements of NCLB;
 
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 Provide help to parents such as parent literacy training;
 
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 Educate teachers, pupil services personnel, principals and other staff in how to communicate and work with parents as equal partners;
 
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 Coordinate Title I parental involvement with other programs such as IDEA, Head Start, Parents as Teachers, etc; and
 
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 Involve parents in the development of training for teachers and principals.

Title I Parent-School Compact
Section 1118 (d)

Each Title I school shall jointly develop with parents of students served by Title I a school-parent compact that outlines how parents, the entire school staff, and students will share responsibility for improved student academic achievement, and the means by which school and parents will build a partnership.