Title 1

Parent Information

If your child attends a Title I school. parents have the Right to Know:

• If you child’s teacher is qualified and certified to teach a certain grade or subject area

• The teacher’s level of education (Bachelor Degree, Masters Degree, Doctorate) • The teacher’s course of study or major while in college

• If you child’s teacher is teaching under emergency of provisional status as defined by NYS Title I is a federal assistance program based upon poverty level of individual schools as determined by free and reduced lunch percentages

Parental Involvement

The Oceanside School Districts’ Board of Education supports strong parental involvement and recognizes the rights of parents to be fully notified of all information relative to their children who participate in programs funded under Title I. The school district is governed by the following definition of parental involvement, and expects that Title I schools carry out programs, activities and procedures in accordance with this statutory definition: Parental involvement means the participation of parents in regular, twoway, and meaningful communication involving student academic learning and other school activities, including ensuring –

  1. that parents play an integral role in assisting their child’s learning;
  2. that parents are encouraged to be actively involved in their child’s education at school;
  3. that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

Parental Involvement Guidance ESEA Sect. 9101(32) Issued by U.S. Dept. of Education April 23, 2004

The Oceanside School District will continue to put into operation programs, activities and procedures for the involvement of parents in all its schools with Title I, Part A programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs will be planned and operated with meaningful conversation with parents of participating children. Furthermore, the Oceanside School District will ensure that the required parental involvement policies meet the requirements of section 1118(b) of ESEA, and include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.

The Oceanside School district has established a District-wide Title I Parental Advisory Group, consisting of teachers, administrators and other involved personnel, and parents of children receiving Title I services. This group conducts an annual evaluation of the content and effectiveness of the parent involvement policy and school-parent compact in improving the quality of its Title I, Part A. schools. The school district uses the findings of this evaluation to design strategies for more effective parental involvement, and to revise, if necessary its parental involvement policies.

Through workshops, meetings and conferences, and committees sponsored by the school district, PTA or the Oceanside Department of Community Activities, parents will continue to be provided with assistance, as appropriate, in understanding topics such as New York State’s academic content standards, New York State’s academic achievement standards, and State and local academic assessments. The district will provide parents with reports on their children’s progress and provide opportunities for regular meetings with parents/guardians.

Parental involvement is a high priority in the Oceanside School District. Parental participation is elicited through many sources including newsletters, flyers, announcements and PTA/PTAS, solicitations at School board and Site Based Management Team meetings. P.A.S.S. (Parent and Student Seminar).

To the extent feasible and appropriate, Title I parental involvement strategies, programs, and activities will be coordinated and integrated with other district programs and activities to encourage and support parents in more fully participating in the education of their children. Parents are encouraged to become school partners and are provided multiple volunteer opportunities, both at the school and classroom levels.

They become active participants in supporting the academic program of our schools through formal programs such as Parents As Reading Partners, as well as informally through volunteer/mentoring programs on the elementary and high school levels.

The District provides a variety of publications designed to inform and instruct parents about the core curriculum areas and their specific programs. Include d in these publications are suggested activities that support learning at home, thereby strengthening the home/school connection. These include:

  • parent handbooks
  • grade level curriculum guides
  • district newsletter
  • parent-teacher meetings
  • curriculum council

In addition to this, technological support is also offered at the district website, which provides school information and links to a variety of educational resources to help parents support their child’s learning at home. The new Houghton Mifflin Reading Program has a multifaceted parent component which will help parents understand the philosophical and instructional foundation of the program and directly support their child’s literacy learning at home.

The Oceanside School District will continue to educate its teachers, pupil service personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners and in how to implement and coordinate parent programs. The district will continue to conduct workshops for new teachers and offer staff development courses in the area of parental involvement. All such programs are intended to strengthen the relationship between home and school and develop a partnership to help students achieve New York State’s high standards.

The Oceanside School District shall, jointly and in agreement with parents of students receiving Title I services, continue to establish expectations for parent involvement in Title I programs in accordance with section 1118 (a) of the Improving America’s School Act and NCLB.

Parent School Compact

The school and parents working co‐operatively to provide for the successful education of the children agree:


The Parent/Guardian agrees:
  • to provide a positive and healthy environment at home
  • to become involved in developing, implementing, evaluating, and revising the school – parent involvement policy
  • to use or ask for professional assistance that the   local education authority or school may offer on child rearing practices and teaching and   learning strategies, when needed
  • to read with children in the primary grades (K‐3) at least 20 minutes a day to encourage children in the intermediate grades
  • to read at least 30 minutes a day to monitor our child/children’s attendance at school, homework, television watching, internet use, video games, and other electronic devices
  • to share the responsibility for improved student achievement
  • to communicate with our child/children’s teachers about their educational needs.
  • to ask parents and parent groups to provide information to the school on what type of training or assistance they would like and/or need to help them
  • to be more effective in assisting your child/children in the educational process.
The School agrees:
  • to hold high expectations for all students to convene an annual meeting for Title I parents and to inform them of the programs and their right to be involved.
  • to actively involve parents in planning, reviewing and improving the Title I program and the parental involvement policy
  • to provide parents with timely information about all programs.  
  • to provide performance profiles and individual student assessment results for each child and other pertinent individual and school district education information.
  • to provide high quality curriculum and instruction to deal with communication issues between teachers and parents through parent‐teacher conferences at least annually, reports to parents on their children’s progress, as necessary, reasonable access to staff.  
  • to assure that parents may participate in professional development activities if the school determines that it is appropriate, i.e. literacy classes, workshops on reading strategies.