Title I Parent Involvement Policy and Compact

Tilden Hogge Elementary School

Title I Parent Involvement Policy

Shared Responsibility for High Student Performances

The mission of Tilden Hogge Elementary School is to provide every student with instruction based upon the most current content standards and research based instructional strategies and methodology. Assessment of student learning shall be frequent and ongoing. Assessment data shall be used to provide information for development and directing of resources toward appropriate intervention or enhancement opportunities for every student.

Expectations for Family Involvement

Tilden Hogge Elementary School has adopted the following family involvement policy and plan. This policy and the plan to implement it have been developed jointly and in agreement with parents, and will be distributed to all families of Tilden Hogge Elementary School students.

All comments indicating family concerns with the Title I plan shall be collected and addressed through the Consolidated Planning Process.

Tilden Hogge Elementary School shall inform families of the benefits and purpose of a School wide Title I school, and their right to be involved. Each family will be given a copy of the Family Involvement Policy.

Tilden Hogge Elementary School shall offer informative and interactive meetings to families and may provide transportation and child care.

Tilden Hogge Elementary School shall involve families in an organized, ongoing, and timely manner in the Title I planning, review, and improvement of programs including the development of the Tilden Hogge Elementary School Parent Involvement Policy and Tilden Hogge Elementary School Parent-School Learning Compact.

The Title I staff encourages families to be responsible for supporting his/her child’s learning at Tilden Hogge Elementary School.

Tilden Hogge Elementary School families shall be provided:

  • Timely information and opportunities to attend regular meetings.
  • School performance profiles and their child’s individual assessment results, and interpretation of results.
  • A description and explanation of the school curriculum, assessment, and proficiency levels.
  • A timely response to any suggestions.

This will be accomplished by ongoing communication between family and teachers through the coordination of Title I, Parent Teacher Organization (PTO), Family Resource Center (FCR), Extended School Services (ESS), School-Based Decision Making (SBDM), school wide committees, parent/teacher conferences, and progress reports.


Building Capacity for Involvement

The Tilden Hogge Elementary School shall build the capacity for strong family involvement by:

  • Providing assistance to families in understanding the Title I goals, standards, and assessments on how to monitor their child’s performance as well as information on how families can participate in the education of their child.
  • Providing materials and training to families such as needed literacy training not otherwise available to help families improve their child’s achievement.
  • Educating all school staff on how to reach out to communicate with and work with families as equal partners.
  • Coordinating and integrating, as appropriate family involvement programs/activities with PTO, FCR, and Title I.
  • Ensuring, to extent possible, information sent home is in language and form families can understand. For families whose English is a second language, provide information in their primary language. For a person who is visually impaired, provide information in Braille or large print.
  • Providing other assistance, as appropriate, such as family resource centers where families can learn about child development and rearing from birth, designed to help families become full partners in the education of their child.
  • Developing appropriate roles for community-based organizations and businesses and encouraging partnerships with Tilden Hogge Elementary School.
  • Training and supporting families to enhance involvement of other families where appropriate.


Parent-School Learning Compact 2019-20

Parent/Guardian:      I want my child to achieve; therefore, I will encourage my child by doing the following:

  • See that my child attends school regularly and is on time
  • Support school staff in maintaining proper discipline
  • Attend scheduled parent-teacher meetings and accept academic or social topics discussed in a positive manner
  • Set aside a specific time for homework and review the organization/communication binder  daily
  • Provide a quiet, well-lighted place for study and encourage my child’s efforts by being available for questions
  • Stay interested in and aware of what my child is learning
  • Assist my child in becoming self-sufficient by helping him/her remember to return communication/organization binder to school daily
  • Read with my child and let my child see me read regularly
  • Use the organization binder/emails/phone conversations,  to communicate with my child’s teacher on a regular basis
  • Review goals and discuss progress with my child

Student:     It is important that I work to the best of my ability; therefore, I will strive to do the following:

  • Attend school regularly
  • Be prepared for school each day with organization/communication binder, completed assignments and supplies
  • Work cooperatively with classmates
  • Respect myself, my school, and other people
  • Properly care for the instructional books used in the classroom
  • Properly care for and return the library books checked out
  • Follow rules of student conduct
  • Share goals and progress of learning regularly with communication binder and through open house nights

Teacher:     It is important that students achieve; therefore, I will strive to do the following:

  • Provide students with organization/communication binder and assistance in helping them become self sufficient in their organization of school materials and home communication papers
  • Convey positive remarks about students and academic progress as well as convey concerns and RTI measures to be implemented at any point a student shows lack of academic/social progress
  • Provide high quality instruction in a supportive and non-threatening environment
  • Hold expectations high for all students and provide varied learning opportunities for students to enable them to meet academic expectations
  • Make myself and my classroom accessible to parents, encouraging them to visit the school
  • Ensure that progress is continually updated and available for students and parents to review in the communication binder
  • Ensure that teacher websites are current and updated on a regular basis


Principal:     I support this compact for parent involvement; therefore, I will strive to do the following:

  • Provide an environment that allows for positive communication between the teacher, parent and student.
  • Encourage teachers to regularly use the organization/communication binders on a daily basis
  • Monitor use of researched based materials
  • Work with the community and write grants to increase funding for student learning.