Title I at CE

Updated July 27, 2024

Conshohocken Elementary School
Title I Parent/Guardian/Family Engagement Policy
2024-2025

We believe that home, school, and community involvement is a shared responsibility among school staff, parents/guardians, students, and community members. The parent/guardian is recognized as the child’s first educator. Our goal will continue to be to maintain high engagement as a school community.

In order to develop effective communication between the home and school, family involvement in school activities is encouraged and supported by Conshohocken Elementary in the following ways:

• All parents/guardians can become involved with their child’s education by joining the Parent Teacher Organization (PTO). Parents/guardians can participate through subcommittees of the PTO or through volunteering their services in various ways. Information is distributed at the yearly Back-to-School Night. The PTO has a link, with a PTO email address, on the Conshohocken Elementary page of the Colonial School District website, or a parent/guardian can call the school and ask to be put in touch with a PTO representative. In addition, the PTO independently runs a PTO Facebook page which families can join @ Conshohocken Elementary PTO.
   
• Head Homeroom Parents and Classroom Teacher will establish monthly communication regarding events at school.
   
• All parents/guardians are invited to attend Parent-Teacher Conferences held in the fall and will be invited in as needed in the spring for students who are not meeting grade level expectations. We will seek to welcome families into our classrooms and school for a variety of experiences during the school year.
   
• The District allocates a portion of its federal grant funds to support family involvement workshops at Conshohocken Elementary. The Principal, Federal Programs coordinator, teachers, School Counselor, and the Reading Specialists are available to consult with parents/guardians at Open House and at Curriculum Night.
   
• At least one parent/guardian family meeting will be set by the Title I Coordinator so that parents/guardians/family are involved in the review of the Conshohocken Parent/Guardian/Family Involvement policies. The Principal will share school goals, explain the school curriculum and assessment procedures, and discuss expected proficiency levels based on state standards with parents/guardians at PTO meetings, Open House, Curriculum Night, and/or at other events.
   
• The School-Parent/Family Compact was designed to outline the ways in which staff, parents/guardians, and students share responsibility for student achievement. The Compact is sent home with Title I students during the first week of school and posted on the CE website.
   
• Parents/Guardians/Family of Title I students may complete a parent/guardian/family survey at the conclusion of each school year in order to give input concerning parent/guardian involvement activities and the organization of the Title I program for the upcoming year.
   
• The Title I program and the Parent/Guardian/Family Involvement policy will be reviewed on a yearly basis.

The support which parents/guardians give to the education of their students is a needed and appreciated part of the home, school, and community partnership.

August 2024

Dear Parent/Guardian:

As a parent/guardian of a student attending a school that is receiving Federal Title I dollars, you have the right to know the professional qualifications of the teacher(s) and instructional paraprofessional(s) who instruct your child. Federal law requires every Title I school district to comply and to provide you with the requested information in a timely manner.

We are happy to provide this information to you. At any time, you may ask:

• Whether the teacher met state qualifications and certification requirements for the grade level and subject they are teaching;
• Whether the teacher received an emergency or conditional certificate through which state qualifications were waived; and
• What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.

You may also ask whether your child receives help from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.

The Every Student Succeeds Act (ESSA) which was signed into law in December 2015 and reauthorizes the Elementary and Secondary Education Act of 1956 (ESEA) includes additionally right to know requests. At any time, parents/guardians and family members can request:

• Information on policies regarding student participation in assessments and procedures for opting out; and
• Information on required assessments that include:
  • Subject matter tested,
  • Purpose of the test,
  • Source of the requirement (if applicable),
  • Amount of time it takes students to complete the test, and
  • Time and format of disseminating results.

Our staff is committed to helping your child develop the academic knowledge and critical thinking they need to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals meet applicable Pennsylvania state requirements.

We look forward to the upcoming school year, and together we will make a difference in your child’s life.

Sincerely,

Maria Wileczek
Federal Programs Coordinator

Updated July 27, 2024

Conshohocken Elementary
School-Parent/Guardian Compact
2024-2025

Conshohocken Elementary School is a Title I school and as such, the school receives federal funds for staff, supplies, activities, services, and programs to enhance student learning.

Every Title I school has a school-parent/guardian compact. The school-parent/guardian compact is a written agreement that clarifies what families and schools can do together to help children reach high academic standards.

It is a commitment indicating how all members of the school community -- parents, guardians, teachers, principal, and students agree to share responsibility for student learning.

CE Staff Commitment: 

We will:

• create a partnership with every family in my class.
• explain my approach to teaching, expectations, and grading system to students and their families.
• monitor student progress in all areas of the curriculum and update parents/guardians. 
• make sure all students get help as soon as it’s needed.
• send home learning materials. 
• assign work that is relevant and interesting.
• make sure students understand the assignment and what they’ll learn from it, and grade it promptly.
• accurately record student attendance.
• provide high quality, challenging, and engaging instruction in a supportive environment.
• provide opportunities for parents/guardians/caregivers to volunteer at school.
• share responsibility with student and parents/guardians in striving towards student achievement.
• provide updates to families regarding the scope and sequence of interventions and assessments in an on-going manner.
• provide families with a weekly newsletter that summarizes what is happening in the classroom as well as PTO events. 

Student’s Commitment:

I will:

• come to school each day with a positive attitude and ready to learn.
• demonstrate being a respectful and responsible citizen.
• read every day on my own or with a family member.
• give my parents or guardians my Daily Communication Folder and all notices given to me by the school.
• complete my homework each night.
• do my best each and every day.

Parent/Guardian/Family Commitment

We will:

• let the school know that I am an equal partner in my child’s academic success.
• learn about attendance policies, be firm about my child’s attendance, and send in a note and call for every absence.
• monitor my child’s progress and let the teacher know right away if I notice any problems.
• stay informed by checking my child’s Daily Communication Folder and respond as appropriate.
• stay informed by reading the teacher's weekly classroom newsletter.
• provide my child with a healthy learning environment at home.
• communicate with my child’s school and teacher often.
• encourage my child’s learning at school and help my child see how to use reading and math to pursue their interests and goals.
• allow myself to be empowered through education by attending workshops, PTO events, and family nights organized by the school and the district.
• learn as much as I can about my child’s curriculum so that I can assist their learning.

Collaboration

Parents/Guardians/Families are:

• encouraged to join and attend the Parent-Teacher Organization (PTO) which meets monthly.  
• encouraged to discuss any ideas, concerns, or questions with the Principal, Mrs. Marks.
• invited to attend the annual Title I Parent meeting.
• urged to complete and return the annual Title I Parent/Guardian Family Survey.
• invited to attend District meetings hosted by the Superintendent.  

The School District

The Colonial School District will take the following actions to involve parents/guardians in the process of school review and improvement: 

• At least one parent/guardian/family meeting will be set by the Title I Coordinator so that parents/guardians/families are involved in the review of the District School Parents/Guardians/Family Engagement policies. The Principal will share school goals with parents/guardians at PTO meetings or other events. 
• The annual Title I Parent/Guardian/Family Survey results will be used to improve existing policies and programs. 
• School newsletters will provide information and invite parents/guardians to discuss any concerns or ask any questions that they may have. Their child’s teacher(s), building principal, or Title I Coordinator will be responsible in addressing these items.

Communication

Education is a partnership between home and school. We value parent/guardian/family engagement at every level and encourage you to partner with us. In order for this partnership to be effective, we need to be able to communicate.

Please feel free to call, write a note, or email us if you have concerns or questions about your child’s education. We are always available to schedule a conference to discuss any issue or concern you have regarding your child.

Conshohocken Elementary School 
301 Harry Street
Conshohocken, PA  19428

June 2024

The Federal Government, under the regulations of "Every Child Succeeds Act" and the Title/funding parameters requires local school districts to develop an equity plan that assures that poor and minority students are not taught at higher rates than other students by inexperienced (1-2 years of teaching experience), unqualified, or inappropriately certified teachers. According to the Pennsylvania Department of Education, equity and inclusion provides a healthy and safe environment that can help students thrive, and every student—regardless of race, ethnicity, sexual orientation, gender identity or expression—should be provided the opportunity to learn, free from discrimination, fear, or harassment.

The Colonial School District (CSD) is intentional about building organizational capacity for effective recruitment and retention efforts. The CSD our Equity, Inclusion, and Belonging (EIB) initiative to the Pennsylvania Department of Education, which is committing to ensuring equity for all students regardless of resources and providing the rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, religion, sexual orientation, gender identity, family background, and/or family income. 

Several guidelines are followed during our hiring, placement, and employment process to provide equal access to highly qualified instruction and instructors: When vacancies occur, CSD assesses the student schedule and course loads to ensure we advertise for appropriate certifications for teacher candidates. Required certifications are then verified for teacher candidates under final consideration for employment. All CSD students are assigned to heterogeneously grouped classrooms with every effort being made to have all sub-groups represented.

Upon separation of experienced teachers, or the need for additional teachers arises, the following strategies and practices are utilized:

1. Advertising for employment opportunities to include our website, local on-line newspaper sites, regional and local job fairs, Diversity, Equity, and Inclusion (DEI) Consortiums, and active teacher employment websites. Creating a teacher pipeline through the PRIZE (Partnering in Raising Inclusive Zealous Educators) partnership (with West Chester University click here for more information) to improve the current narrative on being a teacher, while preparing our greatest investments, our students. Senior students have an opportunity to earn college credits, free of charge, before starting at WCU to study education.

2. Networking with local colleges and universities to host diverse students for their student teaching experiences, which may also be considered for future anticipated vacancies. 

3. Networking within our Intermediate Unit districts to find qualified candidates that may have performed well in other districts but for whom there are no current vacancies. Utilizing the Montgomery County Intermediate Unit to participate in diversity hiring fairs, promoting anticipated vacancies.

4. Teaching candidates participate in teaching demonstrations during the interview process before being promoted to the next stage of interviewing to ensure their skills and instructional techniques meet the standard of expectations within our District.

5. Newly hired teachers are provided a structured induction program during year one. New teachers are immersed in culturally relevant practices, outlined by the Pennsylvania Department of Education CR-SE (Culturally Relevant and Sustaining Education) Program Framework Guidelines. 

6. The District provides individual mentors for all new teaching staff.

7. District-wide grade level and content area teacher meetings are scheduled on a regular basis.

8. The District offers regular staff development programs to strengthen content knowledge and instructional strategies for all teachers along with compliance training through modules to support academic, social, and emotional needs of students.

9. The District continues to align our recruitment, hiring, induction, supervision, and professional development to be in conjunction with the District’s EIB goals.

10. The District continues to provide on-going support to all staff via our staff observation and evaluation program, utilizing templates that align to goals specific to CSDs comprehensive plan..

All teachers are expected to follow the same written curriculum across the District. Department chairpersons and administrators, as well as teacher leaders, assist teachers with the implementation of the planned curriculum. All current permanent teaching staff are appropriately certified and maintain the certification requirements dictated by the Pennsylvania Department of Education regulations. CSD continuously seeks, and is objective to, any available opportunities for recruiting and retaining highly qualified and diversified teaching staff. Partnerships with local universities is a long term strategic approach to diversify professional staff. Ongoing collaborative efforts have been started with HBCUs (Historically Black Colleges and Universities) as a shorter term solution to diversify the professional staff in the Colonial School District. Partnerships to establish a teacher pipeline will take at least five years with our current rising senior students, however partnering with HBCUs can be immediate with our current anticipated vacancies.

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