Component 6 Title I Schoolwide Plan

6    1114(b)(1)(F) Requirement:  Strategies to increase parental involvement

Evidence:  Parent/community involvement; compact development and implementation; parent policy and other required activities to involve parents.
    
6.1    Parents/community members were involved in developing the schoolwide plan and strategies to increase parental involvement.    Parents/community members contributed to the planning and implementation of the schoolwide plan.    Parents/community members have multiple opportunities to be actively involved in developing and implementing the schoolwide plan.  

Through the Native American High Performance Learning Communities, monthly meetings are held to review and discuss ways to meet the ten key dimensions for school improvement.  Those dimensions include:
· Community-Based Participatory Decision-Making and Vision
· Spirituality
· Tribal
· Community, and Family Support and Involvement;
· Maximum Use of Technology
· Literacy and English Language Development;
· Reaching and Maintaining Heritage Language and Indigenous Culture
· High Expectations as Articulated in Goals and Standards
· Aligned Assessment
· Professional Staff Connected to the Community Culture
· School Culture Congruent with Home Culture

The NAHPLC team consists of teachers, administrators, school board members, tribal council members, community members, parents, students, and classified staff.   Parents and community members are also involved in many ways through the Red Road Project.  A copy those opportunities is included in this section.
 

Taken from 2004 Whole School Assessment using the NAHPLC dimensions.

Dimension 3: Tribal, Community, and Family Support and Involvement p. 22-29

„The school proactive in ensuring strong participation in school management, learning, and activities by parents, tribal members, and community members.  The school has a variety of avenues for communicating with the partners.
School staff speaks knowledgeably about the circumstances of families and have a means of addressing most of their key health care and basic life needsΣstaff is familiar with tribal, community, and social services agencies and can make referrals for families.  The school nurse offers of refers students and families to a wide range of services as needed, including health and dental care, mental health services, drug and alcohol counseling.
Σstaff members are proactive in seeking outside resources and partnerships.  Partnerships are diverse (businesses, churches, social organizations, tribal counsel, universities, tribal college).

Σthe school is trying to get parents involved through various activities such as the fall Celebration Day, the carnival, and the October celebration of the harvest.

The staff does understand the social, psychological, and physical needs of the students.  This is true in part because of the stability of the staff and the long employment of many of the members of the staff, including the school nurse.  The Wellness Center is an integral part of the school activities, as well as their families.  

The Shing‚ga Zhin‚ga Daycare continues to be an active and integrated part of the high school program.  The center‚s program is sequential and has close ties with the Kindergarten program.

The school works cooperatively with the Macy Youth Services, the Macy Alcohol Center, Child Protective Services and the Mark of Honor Youth LodgeΣCarl T. Curtis Wellness CenterΣand Tribal Court.‰

    

6.2    All parents, students, and teachers have signed a compact.    Teachers, parents, and students were involved in developing the compact .    The components of the parent compact are reviewed often to assure that all parties are fulfilling their role and responsibilities.   

Umonhon Nation Public School has a K-12 Student-Parent handbook that serves as a Parent Compact.  It is reviewed and revised each year.  Included in this section is a copy of the Student Handbook and a copy of the signature sheet that is signed by parents and students and kept on file in the offices of the principals for each level.

Administrators developed the compact with input from teachers and parents. It was approved by the Board of Education. 

High School teachers have signed their own compacts. (examples included)

   

6.3    A parent policy, meeting Title I requirements, has been developed with parent input.    The parent policy, which has been developed with parent input and meeting Title I requirements, is distributed/shared with parents.    The parent policy is reviewed and updated annually at the annual parent meeting.
The Student-Teacher Handbook is reviewed and revised yearly.  Currently,  the Native American High Performance Learning Communities team is focusing on this policy.  (Section 5.1 of this document has an example of the strategies) .  The NAHPLC team consists of teachers, administrators, school board members, tribal council members, community members, parents, students, and classified staff, and meets on a monthly basis.
      

6.4    At least one parent meeting/activity is held annually.    Two or more parent meetings/activities are held at various times to accommodate parent schedules.    Ongoing activities provide opportunities for parents to be involved in the education of their child(ren).  Strategies to increase parent involvement, such as family literacy services or implementation of model approaches to improving parental involvement are provided.  The importance of communication between teachers and parents is addressed on an ongoing basis. 

There are numerous opportunities for parental involvement of parents. 

Parent Gallery to display student work
Letter to Parents for family literacy
Parent Teacher Conferences held fall and spring

 

THE COMPONENTS OF OUR SCHOOLWIDE PLAN



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