Glenbard Township High School District 87
Exhibit â€“ District-Level Parental Involvement Compact
This District-level compact provides an understanding of the joint responsibility of the District and
parents/guardians to improve studentsâ€™ academic achievement and school performance. To that end,
the District provides opportunities for parents/guardians involvement at the District level by:
1. The District involves parents/guardians in the joint development of the Districtâ€™s plan to help
low-achieving children meet challenging achievement and academic standards (NCLBA Â§1112),
and the process of school review and improvement (NCLBA Â§1116) by:
A. Establishing a District-level committee with parents/guardians liaisons from each building as
well as representatives from other impacted programs, including Head Start.
B. Establishing meaningful, ongoing two-way communication between the District, staff and
C. Developing a District newsletter to communicate to parents/guardians about the plan and seek
their input and participation.
D. Training personnel on how to collaborate effectively with families with diverse backgrounds that
may impede parents/guardians participation (e.g. illiteracy or language difficulty).
2. The District provides the coordination, technical assistance, and other support necessary to
assist participating schools in planning and implementing effective parents/guardians involvement
activities to improve student academic achievement and school performance by:
A. Providing ongoing District-level workshops to assist buildings in planning and implementing
B. Establishing training programs for building liaisons to bring the communication and facilitation
skills to the buildings they represent.
C. Providing information to parents/guardians about the various assessment tools and
instruments that will be developed to monitor progress.
D. Seeking input from parents/guardians in developing workshops.
3. The District builds the capacity of schools and parents/guardians for strong parental involvement
A. Providing ongoing communication about the District-wide committee through District
newsletters or other written or electronically communicated means.
B. Engaging the building parent-teacher organizations to actively seek out and involve
parents/guardians through regular communication updates and information sessions.
C. Utilizing parent-teacher organizations to assist in identifying effective communication strategies
based on their membersâ€™ needs.
D. Providing a master calendar of District meetings to discuss pertinent topics.
4. The District coordinates and integrates parents/guardians involvement strategies under this
compact with parents/guardians involvement strategies under other programs, (such as the Head
Start program, Reading First program, Early Reading First program, Even Start program, Parents
as Teachers program, and Home Instruction Program for Preschool Youngsters, and State-run
preschool programs) by:
A. Involving District and building representatives from other programs to assist in identifying
specific population needs.
B. Sharing data from other programs to assist in developing new initiatives to improve academic
achievement and school improvement.
5. The District conducts, with the involvement of parents/guardians, an annual evaluation of the
content and effectiveness of the parents/guardians involvement policy in improving the academic
quality of the schools served under Title I, including identifying barriers to greater participation by
parents/guardians in activities authorized by this section (with particular attention to
parents/guardians who are economically disadvantaged, are disabled, have limited English
proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the
findings of such evaluation to design strategies for more effective parents/guardians involvement,
and to revise, if necessary, the parents/guardians involvement policies described in this section
A. Evaluating the effectiveness of the content and communication methods through a variety of
methods, including: focus groups, surveys, workshops, and informal coffees with District and
building administrative staff, parents/guardians, and teachers.
B. Identifying barriers to effective evaluation by language support or other assistance as needed.
C. Identifying potential policy and compact changes to revise and improve program(s).
6. The District involves parents/guardians in the activities of the schools served under Title I by:
A. Providing communication and calendar information to parents/guardians of upcoming
meetings, discussions or events and encouraging their participation.
B. Providing Building Principal and parent-teacher organizations coordination of events.
DATED: December 9, 2002
REVIEWED: January 17, 2006