Lenoir City School System’s

Family Engagement Plan

History:

The Lenoir City Board of Education adopted “Parent/Family Involvement in Educational Programs” as part of the renewed School Board Policies in 2004. In addition, Lenoir City Elementary School completed a self monitoring in compliance with No Child Left Behind Parental Involvement, Title I, Part A, Non Regulatory Guidance in the spring of 2004. These documents and the School Parent Compacts are used as the basis for including the ideals of Family Friendly Schools into the Lenoir City School System.

Lenoir City Schools have a history of including parents and the community in school activities. A summary of Family Engagement Activities at our facilities follows:

Family Resource Center

First Day Program

Monthly Calendars sent home

Parents as Children’s Teachers (PACT) for kindergarten

Preschool Library

Parent Classes

Effective Parenting (ages 2-10)

The First Years Last Forever (birth -4)

Parent Project, Jr. (5-10)

Clear the Clutter--Cruising Through the Holidays

Sailing Through the Holidays

Learn to be Budget Wise in the Year 2005

Learn to the Budget Wise II (Credit and Savings)

Dolly Parton Imagination Library

Child Find

Hispanic Party of Appreciation

Hispanic Parent Classes

Lenoir City Elementary School

Grade level parent nights

PTSO events

Holiday Bazaar

Advisory Council meetings

Robert Towns Invitational

Young Achievers

Graduation

Newsletters and other correspondences

Volunteers

Civic groups

Read Across America

Field trips

Lunch at school

Lenoir City Middle School

Young Achievers

National Jr. Honor Society

Parent conferences

Volunteers

Leadership training through Chamber of Commerce

Athletic events

PTSO

6th, 7th, and 8th grade awards ceremonies

Field trips

Sixth grade parent night

Eighth grade parent night

Newsletters

Mentors

Lenoir City High School

Open House

Eighth grade orientation

Ninth grade orientation in summer

Parent conferences

Good news contacts

Financial aid and scholarship workshops

Senior parent night

PTSO

Volunteers

Youth ministers at lunch

Performances: band, chorus, drama

Booster clubs

Athletic events

Mental health programs

Sports Hall of Fame

Drug awareness programs for parents

Leadership through Chamber of Commerce

Newsletter

Job shadowing

Academic Incentive Program

Field trips

Graduation

County Day

Focus Groups/ Action Groups

Consolidated District Plan Committee

Advisory Council for Title I school

Advisory Team for SIP

Grade level/ department level committees

Mentors

Core Team

ELL Volunteers

Dr. Green--Junior Achievement?

Civic organizations--Pilot Club, Lions Club, Rotary Club, Kiwana Club

Intervention Groups

Core Team/Mentors

Mental Health Coordinator

Counselors

Nurses

Family Resource Center

Curriculum Materials

Maps on internet

Courses of study (Need Spanish version)

State Standards

End of Course Standards

Gateway Standards

Professional Development

Elementary School

Poverty Training

Community Mapping

Middle School

SIOP

High School

Poverty Overview

SIOP for ELL students

Cultural Diversity

ADD Students in the Regular Classroom

Results of Survey, FFS, 2005

The results of the Family Friendly Schools Survey conducted in the Spring of 2005 emphasized four areas for parental response:

• Welcoming School Environment

• Communication

• Involvement

• Support of Home Learning

The responses from our parents which received the highest ratings are to the following statements (responses ranged from 1-5 with 5 as the highest):

• I have good relationships with the staff at my child’s school. (4.59)

• I am treated courteously when I visit the school. (4.55)

• Teachers are approachable and helpful. (4.43)

• If I have a question about what my child is learning, I feel comfortable in

asking it. (4.41)

• I am welcome to visit school during the school day. (4.36)

The responses from our parents which received the lowest ratings are to the following statements (responses ranged from 1-5 with 5 as the highest):

• Some school meetings are held in places other that the schools. (2.68)

• I have input on school policies before they are enacted. (2.73)

• If I need a ride to a school event, the school provides it to me. (2.82)

• I have read the family involvement policy. (3.14)

• All neighborhoods are represented on the school council. (3.14)

• Grades and assignments are made available to me daily. (3.17)

Action Plan #1

Using the Action Plan proposed by Family Friendly Schools, the committee selected informing parents of the Family Involvement Policy as the most important need to address and our first goal. The SMART analysis follows:

Specific: Every family will be informed of the Family Involvement Policy.

Measurable: Families will sign off on receipt of the plan. These receipts will be tallied and kept for validation.

Attainable: Using the media, web site, and school handbooks for informing the families makes the goal attainable.

Results-oriented: As families work in the schools during the 2005-2006 school year, staff members will refer to the Family Involvement Policy. The policy will also be posted in the schools, listed in the school handbook, and linked on the school system’s web site.

Time-bound: By the end of the school year 2005-2006 every family will be familiar with the Family Involvement Policy.

Action Plan #2

Specific: Each school will have a Family Friendly Schools committee to coordinate the activities at the school; the committee willmeet in regularly scheduled sessions and be coordinated with PTO.

Measurable: Sign-in sheets, minutes and notes will be collected from the meetings.

Attainable: The building principals will be responsible for the committees and the meetings. These meetings may take many forms to include coffee with the principal, formal and informal meetings, SACS/Casi committees, Booster Clubs, etc.

Results-orientated: The committees will report to the principal; he will coordinate the activities of the committee.

Time-bound: At the end of the 2005-2006 school year, data will be analyzed to identify additional needs for parental involvement.

Action Plan #3

Specific: The schools will invite parents to participate in the following planning sessions:

Elementary School--Parents will be invited to attend the planning session for each grade level as the teachers and parents collaboratively plan the Grade Level Parent Nights.

Middle School--During the Open House, parents will be invited to be school volunteers.

High School--During the Open House, parents will be invited to be school volunteers.

Measurable: Data will be collected from the schools to validate parents’ responses; data will continue to be collected throughout the year as parents volunteer in the schools. At the end of the year, an analysis of the data will indicate the success rate for each school.

Results-orientated: More parents will participate in school activities.

Time-bound: By the end of the 2005-2006 school year, data will be available to analyze the parents’ participation.

Analysis for Federal Monitoring, a NCLB Requirement:

A thorough self monitoring process conducted by the Family Involvement Plan committee as they participated in Family Friendly Schools training led to the following evaluation of Lenoir City School System’s District, School, Classroom, and Home family engagement:

District Level

The district leadership is defined as the Board of Education, the

Superintendent, Supervisors, and Central Office staff.

D 1: There is a district policy adopted by the Lenoir City School

Board of Education.

• As data is collected in 2005-2006, measurable goals will be developed.

D2: The district leadership actively supports staff and promotes

efforts that increase the level and quality of family involvement.

• Support is provided by the general purpose fund for activities.

• Funding is provided by Title I funds to support activities.

D3: The district helps schools understand and implement school and classroom level family involvement standards.

• The Family Resource Center facilitates many of the family involvement activities.

• Funding supports parental involvement at the schools.

• Federal funding also supports activities.

D4: The district leadership actively raises the community’s

awareness of how important family involvement is to students’ success and academic achievement.

• School administrators speak to civic organizations.

• The school system actively participates in the Loudon County Education Foundation

• The Family Resource Center involves many civic and

community organizations.

D5: Schools’ efforts to increase the level and quality of family involvement are documented, monitored, and evaluated, and best examples of what works are shared.

• The Title I school evaluates its program through federal

monitoring.

• 2005-2006 is the baseline year.

D6: Everyone who works for the district is expected to be friendly and respectful and treat families as partners in their children’s education.

• Staff members receive guidelines as part of professional development.

D7: The district has a regular process for involving a wide range of families in district level efforts such as setting policy and planning.

• Parents are on the Consolidated District Plan Committee

• All school board meetings are open to the public with an

opportunity to address the board at the beginning of

each meeting.

• The Director of Schools has an open door policy for employees and the public.

D8: The district has two-way communication with families that is

regular, timely, and meaningful.

• The district has a brochure outlining the system’s programs.

• A summary of the system is printed in a real estate magazine for the area.

• Regular articles appear in the local newspaper.

• All announcements appear in the newspaper, on the radio, and on the community TV station.

School Level

The members of this group are the principals, professional personnel, and support staffs of the schools.

S1: Everyone who works at the schools believes that family involvement is important to student success.

• Funding is allocated for activities.

• Home visits are made as appropriate.

• Interpreters are provided and act as family liaisons.

• The Family Resource Center supports the schools’ activities.

• Parenting classes are offered at the Family Resource Center.

• Parent Nights are scheduled regularly and advertised publicly.

S2: There is a strong partnership among school staff, families,

community members that increases students’ success and

academic achievement.

• The Loudon County Education Foundation supports student scholarships and activities such as Young Achievers.

• Civic and community groups provide scholarships.

• The school collaborates with outside agencies to provide

assistance.

• Parent Nights at the elementary school emphasize academic skills.

S3: The schools are responsive to the needs of families.

• Assistance is provided by school resources working with

community resources.

• Communication with is easy to understand and translated as appropriate.

• Guidance and information is provided to families on how to help students with homework and other curricular issues.

• Information is provided on how to meet the basic needs of shelter, clothing, health care, and proper nutrition.

• School and staff are familiar with options and resources

available through the district (e.g., parent education,

and adult literacy).

• Freshman orientation is provided for parents and students enrolling in the high school.

• Academic Support Classes are offered at the middle school.

S4: Professional development is provided as needed.

• SIOP training for working with ELL students

• Cultural diversity training

• Poverty training

• Community mapping

Classroom Level

Classroom teachers, paraprofessionals and all staff who deal directly with students are responsible.

C1: Families are seen as partners in their children’s education.

• Parent Nights provide guidance for working with students to become academically and socially successful.

• Parents are invited to school sponsored activities.

• Teachers communicate regularly with parents.

• Information about the schools’ curriculum content standards, syllabi, classroom expectations, programs, policies, and procedures are presented in the schools’ handbook.

• Parents are encouraged to volunteer at the schools.

C2: The families’ cultures are respected and valued by instructional staff.

• Interpreters are available as needed.

• School events are attended by parents from different cultures.

• Teachers have participated in cultural diversity training.

Home Level

Parents, guardians, family members, and care givers are responsible.

H1: The family supports the children as they learn.

• The home environment is nurturing.

• The family routine supports learning through establishing times for study, entertainment, and rest.

• Reading is encouraged.

• Families use community resources as needed.

H2: The family supports the school and district’s efforts to provide education to all students.

• Parents are engaged with the educational process by

volunteering, serving on committees, and attending

school events.