BULLETIN NO. 073-18 SP&FA Page 3 August 23, 2018 The policy must include how decisions regarding set-aside funds are made for PFE activities, and how parents and families will be included in the annual evaluation of the policy. Each LEA and school that receives Title I, Part A funds must: Develop a written PFE policy. Notify parents and families of the policy in an understandable and uniform format and to the extent practicable, provide the notification in a language the parents and families can understand. Make the policy available to the community, and update periodically to meet the changing needs of parents and families, and the school. If the LEA or school has a PFE policy that applies to all parents and families, the LEA or school may amend the policy to meet Title I, Part A PFE requirements. Additionally, if the policy under ESSA Title I, Part A Section 1112 (Local Educational Agency Plans) is not satisfactory to the parents and families of Title I, Part A students, LEAs and schools must note any comments and recommendations for the respective policy. For a complete list of required LEA and school components, see . LEA and School Required Strategies and Responsibilities for Building Capacity Ensuring effective PFE, and supporting partnerships among the school, parents and families, and the community, each LEA and school assisted by Title I, Part A funds must: [ESSA Title I, Part A Section 1116] Provide assistance to parents of children served by the school or LEA, as appropriate, in understanding: The state’s academic content standards and state academic achievement standards. State and local assessments. The requirements of Title I, Part A. How to monitor a child’s progress and work with educators to improve the achievement of their children. Provide materials and training to help parents to work with their children, such as literacy training and using technology (including education about the harms of copyright piracy). Educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents and families, in the value and utility of contributions of parents and families. Address: How to reach out to, communicate with, and work with parents and families as equal partners. BULLETIN NO. 073-18 SP&FA Page 4 August 23, 2018
BULLETIN NO. 073-18 SP&FA Page 3 August 23, 2018 The policy must include how decisions regarding set-aside funds are made for PFE activities, and how parents and families will be included in the annual evaluation of the policy. Each LEA and school that receives Title I, Part A funds must: Develop a written PFE policy. Notify parents and families of the policy in an understandable and uniform format and to the extent practicable, provide the notification in a language the parents and families can understand. Make the policy available to the community, and update periodically to meet the changing needs of parents and families, and the school. If the LEA or school has a PFE policy that applies to all parents and families, the LEA or school may amend the policy to meet Title I, Part A PFE requirements. Additionally, if the policy under ESSA Title I, Part A Section 1112 (Local Educational Agency Plans) is not satisfactory to the parents and families of Title I, Part A students, LEAs and schools must note any comments and recommendations for the respective policy. For a complete list of required LEA and school components, see . LEA and School Required Strategies and Responsibilities for Building Capacity Ensuring effective PFE, and supporting partnerships among the school, parents and families, and the community, each LEA and school assisted by Title I, Part A funds must: [ESSA Title I, Part A Section 1116] Provide assistance to parents of children served by the school or LEA, as appropriate, in understanding: The state’s academic content standards and state academic achievement standards. State and local assessments. The requirements of Title I, Part A. How to monitor a child’s progress and work with educators to improve the achievement of their children. Provide materials and training to help parents to work with their children, such as literacy training and using technology (including education about the harms of copyright piracy). Educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents and families, in the value and utility of contributions of parents and families. Address: How to reach out to, communicate with, and work with parents and families as equal partners. BULLETIN NO. 073-18 SP&FA Page 4 August 23, 2018
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