Every child can learn and succeed.

Students learn in different ways and at different rates; therefore, all students should be held to high standards with flexibility in the time to achieve them.

Our school should be safe, welcoming environments that support learning.

An ethical school system requires fair treatment, honesty, openness,integrity, and respect.

A high quality school system strives to be responsive and accountable to students and to the community.

Walton Elementary/Middle School will conduct an annual WESTEST and Writing Assessment data analysis before students return to school and develop the appropriate interventions for each student.  Also, teachers will conduct data analysis throughout the school year on specific assessment tools (i.e. DIBELS, IKNOW, Compass Learning, Skills Tutor ...).

Parents will be invited to attend workshops on a variety of topics during the school year. Parent workshops range from phonemic awareness to middle school success.  The Title I staff at WEMS feels a responsibility in educating families.  Therefore, a grandparent's Day Celebration has been included in the program.  All students and staff give grandparents special recognition on this day.  A Mom's Thanksgiving Luncheon and a Dad's Christmas Luncheon will also take place.  These events draw large numbers of parents and give Title I the opportunity to provide them with the tools that they can use to better their child's education.

Finally, high-yield instructional strategies for reading and mathematics are listed in the Title I part of this plan. 

Walton Elementary/Middle School will conduct an annual WESTEST and Writing Assessment data analysis before students return to school and develop the appropriate interventions for each student. Also, teachers will conduct data analysis throughout the school year on specific assessment tools (i.e. DIBELS, IKNOW, Compass Learning, Skills Tutor ...).

Parents will be invited to attend workshops on a variety of topics during the school year. Parent workshops range from phonemic awareness to middle school success. The Title I staff at WEMS feels a responsibility in educating families. Therefore, a grandparent's Day Celebration has been included in the program. All students and staff give grandparents special recognition on this day. A Mom's Thanksgiving Luncheon and a Dad's Christmas Luncheon will also take place. These events draw large numbers of parents and give Title I the opportunity to provide them with the tools that they can use to better their child's education.

Finally, high-yield instructional strategies for reading and mathematics are listed in the Title I part of this plan.

Walton Elementary/Middle School will conduct an annual WESTEST and Writing Assessment data analysis before students return to school and develop the appropriate interventions for each student. Also, teachers will conduct data analysis throughout the school year on specific assessment tools (i.e. DIBELS, IKNOW, Compass Learning, Skills Tutor ...).

WEMS will embrace instructional practices to include: (1) a laser-like school-wide focus on student achievement, (2) focus on a select number of school improvement initiatives, (3) focus on mastery of essential skills, (4) consistent use of “writing to inform” with common rubrics and collaborative scoring, (5) frequent assessments with multiple opportunities for improvement, (6) focus on achievement and continuous progress of students, and (7) use of performance assessments. Our school will develop effective parent communication processes that operate in conjunction with the district parent communication system. Newsletters, announcements, handbooks, school marquees, public service announcements, newspaper articles, parent committees, parent surveys, and student report cards will be avenues of communicating with parents. WEMS will promote and support respectful, on-going, inclusive and bi-directional communication with parents and the community. This communication will be the means to an end of building a positive relationship.

Parents will be invited to attend workshops on a variety of topics during the school year. Parent workshops range from phonemic awareness to middle school success. The Title I staff at WEMS feels a responsibility in educating families. Therefore, a Grandparent's Day Celebration has been included in the program. All students and staff give grandparents special recognition on this day. An evening parental workshop in mid-October has replaced the Mom's Thanksgiving Luncheon and a Dad's Christmas Luncheon. This workshop will focus on parenting skills in the areas of discipline, helping with homework, and coping with divorce. These events draw large numbers of parents and give Title I the opportunity to provide them with the tools that they can use to better their child's education.

Finally, high-yield instructional strategies for using 3-tier intervention in reading and mathematics are listed in the Title I part of this plan.

Walton Elementary/Middle School will conduct an annual WESTEST and Writing Assessment data analysis before students return to school and develop the appropriate interventions for each student. Also, teachers will conduct data analysis throughout the school year on specific assessment tools (i.e. DIBELS, IKNOW, Compass Learning, Skills Tutor ...).

WEMS will embrace instructional practices to include: (1) a laser-like school-wide focus on student achievement, (2) focus on a select number of school improvement initiatives, (3) focus on mastery of essential skills, (4) consistent use of “writing to inform” with common rubrics and collaborative scoring, (5) frequent assessments with multiple opportunities for improvement, (6) focus on achievement and continuous progress of students, and (7) use of performance assessments. Our school will develop effective parent communication processes that operate in conjunction with the district parent communication system. Newsletters, announcements, handbooks, school marquees, public service announcements, newspaper articles, parent committees, parent surveys, and student report cards will be avenues of communicating with parents. WEMS will promote and support respectful, on-going, inclusive and bi-directional communication with parents and the community. This communication will be the means to an end of building a positive relationship.

Parents will be invited to attend workshops on a variety of topics during the school year. Parent workshops range from phonemic awareness to middle school success. The Title I staff at WEMS feels a responsibility in educating families. Therefore, a Grandparent's Day Celebration has been included in the program. All students and staff give grandparents special recognition on this day. An evening parental workshop in mid-October has replaced the Mom's Thanksgiving Luncheon and a Dad's Christmas Luncheon. This workshop will focus on parenting skills in the areas of discipline, helping with homework, and coping with divorce. These events draw large numbers of parents and give Title I the opportunity to provide them with the tools that they can use to better their child's education.

Finally, high-yield instructional strategies for using 3-tier intervention in reading and mathematics are listed in the Title I part of this plan.

Walton Elementary/Middle School will conduct an annual WESTEST and Writing Assessment data analysis before students return to school and develop the appropriate interventions for each student. Also, teachers will conduct data analysis throughout the school year on specific assessment tools (i.e. DIBELS, IKNOW, Compass Learning, Skills Tutor ...).

WEMS will embrace instructional practices to include: (1) a laser-like school-wide focus on student achievement, (2) focus on a select number of school improvement initiatives, (3) focus on mastery of essential skills, (4) consistent use of “writing to inform” with common rubrics and collaborative scoring, (5) frequent assessments with multiple opportunities for improvement, (6) focus on achievement and continuous progress of students, and (7) use of performance assessments. Our school will develop effective parent communication processes that operate in conjunction with the district parent communication system. Newsletters, announcements, handbooks, school marquees, public service announcements, newspaper articles, parent committees, parent surveys, and student report cards will be avenues of communicating with parents. WEMS will promote and support respectful, on-going, inclusive and bi-directional communication with parents and the community. This communication will be the means to an end of building a positive relationship.

Parents will be invited to attend workshops on a variety of topics during the school year. Parent workshops range from phonemic awareness to middle school success. The Title I staff at WEMS feels a responsibility in educating families. Therefore, a Grandparent's Day Celebration has been included in the program. All students and staff give grandparents special recognition on this day. An evening parental workshop in mid-October has replaced the Mom's Thanksgiving Luncheon and a Dad's Christmas Luncheon. This workshop will focus on parenting skills in the areas of discipline, helping with homework, and coping with divorce. These events draw large numbers of parents and give Title I the opportunity to provide them with the tools that they can use to better their child's education.

Finally, high-yield instructional strategies for using 3-tier intervention in reading and mathematics are listed in the Title I part of this plan.

Title I compliance

If the purpose of the assignment is to improve student learning, then the teacher should employ formative assessment. This focuses on giving students frequent quick feedback as written comments. The results of formative assessment often drive changes in instructional strategies, collaboration among staff, modification of school schedules, and realignment of resources. To be most effective, formative assessment must be ongoing.

If the purpose of the assignment is to create a finished product, then the teacher should employ summative assessments. The teacher gives the feedback needed to “justify” the grade assigned. The teacher must establish sound assessment criteria and inform students of this criterion. Doing these two things enables student and faculty expectations to match. It makes defending your summative assessments much easier.

(Erin Hogan Fouberg, Summative versus Formative Assessment, Teaching and Learning Technologies, TIP)

Title I, Special Education:

Differentiated instruction is more than a collection of strategies; it is a way of thinking about teaching and learning that can transform classrooms into personalized and responsive learning environments for all students. Differentiated Instruction is a research-based approach that is rooted in educational theory. In differentiated instruction, the teacher’s response to students is guided by the principles of respectful tasks, flexible grouping, ongoing assessment of student learning and adjustment of instruction, based on the assessment. An effective differentiated model is organized around modification of three areas: the content (how students will access the core curriculum), the process (how students will be grouped during instruction and how the classroom will be managed) and the product (how initial and on-going assessments will be used to guide instruction). These three areas are modified according to students’ readiness, interests and learning profiles. In differentiated instruction, the teacher and the student are collaborators in learning, and instruction is focused on the learner’s needs.

University of Virginia professor Carol Ann Tomlinson (2001, 1999) is the name most frequently associated with the current interest in differentiated instruction although the roots of this approach can be found in child psychology and gifted education. Tomlinson (1999) outlines a number of principles which guide the practice of differentiation: 1. The teacher focuses on the essentials 2. The teacher attends to student differences 3. Assessment and instruction are inseparable 4. The teacher modifies content, process, and products 5. All students participate in respectful work 6. The teacher and students collaborate in learning 7. The teacher balances group and individual norms 8. The teacher and students work together flexibly

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Response to Intervention (RTI) refers to an integrated, schoolwide method of service delivery across general and special education that promotes successful school outcomes for all students. In essence, RTI is a twofold system of reliable high-quality instruction and frequent formative assessment of student progress (Mellard, Byrd, Johnson, Tollefson, & Boesche, 2004). Hence, RTI involves systematically evaluating the cause-effect relationship between an academic or behavioral intervention and a student’s response to the intervention (Brown-Chidsey & Steege, 2005). RTI activities are rooted in well-documented special education practices and early reading intervention research (Graner, Faggella-Luby, & Fritschmann, 2005).

Patrica Cunningham in her book Phonics they use: words for reading and writing states that phonemic awareness has proven to be the most powerful predictor of later reading achievement. The International Reading Association published, “Prevention of Reading Difficulties in Young Children”. This report concluded that kindergarten must have basic phonemic awareness by the end of kindergarten. “Every Child Reading: An Action Plan of the Learning First Alliance” (1998) identifies phonemic awareness as one of the most important foundations of reading success.

Also, researchers have concluded that students in classes with fewer students "outperform students in regular classes by a substantial margins in tests of reading and math."(Project STAR, final executive report, Tennesee State Department of Education)

Like any good relationship, an effective partnership with parents is heavily dependent on the quality and frequency of communication. According to a Research & Development Report, 1995, Center on Families, Communities, Schools and Children’s Learning, “Frequent and consistent school-to-home communication by teachers has a significant impact on parents’ overall evaluation of teachers and their comfort level with the school.” High performing systems pay attention to this concept both in their expectations that schools develop effective parent communication processes and in the development of their own district parent communication system. All schools and school systems have some type of parent communication system. Newsletters, announcements, handbooks, school marquees, public service announcements, newspaper articles, parent committees, parent surveys, and student report cards are common methods of communicating with parents.

The difference between a strong communication system and an average one lies in the degree to which the system is respectful, on-going, inclusive and, most importantly, “two-way.” The foundation of an effective parent communication system is the basic belief that parent participation and parent perspectives are essential to effectively addressing student needs and solving problems. This basic belief shapes (1) how staff personally interacts with parents and (2) the creativity and determination they use to enhance interaction and assure effective two-way communication. The attitude conveyed by staff in formal and informal communications has a profound effect on overall parent involvement. Effective communication is tied directly to the desire to build a positive relationship.

Carol Ambrecht, a professor at Texas A&M University noted in a research study entitled, Effective Parent/Teacher Communication, that teachers wield significant power in the communication process and tend to dominate traditional processes such as parent/teacher conferences. “It was not surprising…that teachers talked about 75 percent of the time. There were parents who rarely spoke, so it was not really a parent/teacher conference.” It appears that teachers spent the most time providing information and little time “seeking to understand” and seeking to form a positive relationship. Ambrecht also found that most reasons for poor communication had to do with economics and social class.

Two Title I teachers will serve as Reading Specialists. These teachers will implement Tier II intervention addressing the needs of students who are not adequately progressing in the general education classroom. Tier II intervention will support and augment the core reading instruction for the newly adopted reading series for the 2007-2008 school year.

 A third Title I teacher will be placed in the middle school to assist students in the area of math. Students demonstrating difficulties in this area will receive remediation services in a small group setting. This teacher will team with the regular math teacher to reduce the teacher-student ratios and provide extended learning time for struggling learners.

 Two Title I aides will alternate among the kindergarten, first grade and second grade classrooms to provide small guided reading groups, phonemic awareness intervention and remediation. The use of DIBELS and the West Virginia Phonemic Awareness Program will strengthen the primary students in the fundamentals of reading and provide teachers with current and accurate assessment data.

The Title I program at WEMS is a school wide program that will benefit all students. The program consists of six key components. They include: early intervention, corrective reading, class size reduction, student enrichment, parent involvement and staff development. A detailed description of each component is listed below.

 Early Intervention:  Title I will be instrumental in providing a range of preventative reading interventions. These include a strong emphasis on transition services for head start and preschool students and phonemic awareness development in preschool to 1st grade. Kindergarten will also incorporate print rich literacy centers in their classrooms. The IPAP and DIBELS assessment program will be used to target struggling learners and implement corrective reading measures.

 Corrective Reading:  Title I staff will provide struggling readers in grades K-8 with Tier II intervention during scheduled times. Two teachers will operate in the role of reading specialists: using scientifically verified assessments to diagnose reading difficulties. The reading specialist will also provide remediation through the use of research-based interventions. Paraprofessionals will also rotate among the K-2 classrooms to provide small group instruction and guided reading opportunities for the regular classroom teachers.

Class Size Reduction:  A Title I teacher will be working with middle school students in the areas of math. Two additional Title I teachers will provide needy students with small group instruction, one-on-one tutoring and smaller classes.

Student Enrichment:  Title I will sponsor events that will help students build a strong schema, develop literacy skills and a love for reading that will enable them to be life long learners. Title I hopes to accomplish this through the use of school wide reading programs and special events. Students will be given the opportunity to participate in The Pizza Hut Book It program, Accelerated Reader program, Literacy Festival, Dr. Seuss Celebration Week, Break Free from TV Week, Hot Chocolate with Tiger, and the promotion of recreational reading through the use of the school library.

Parent Involvement:  Parents will be invited to attend workshops on a variety of topics during the school year. Parent workshops range from phonemic awareness to middle school success. The Title I at WEMS feels a responsibility in educating families. Therefore, a Grandparent's Day Celebration has been included in the program. All students and staff give grandparents special recognition on this day. The Grandparents are also educated about the challenges of being a grandparent in this day and age.  A Parenting Evening Workshop/Dinner will take place to discuss various topics including divorce, discipline, and homework help.  These events draw large numbers of parents and give Title I the opportunity to provide them with the tools that they can use to better their child's education.  Hot Chocolate w/ Tiger will be held for PK-2nd grade students.  Topics will include phonemic awareness and teacher tips.

 Staff Development:  Staff development is a key component of the Title I plan. Title I is providing the emphasis on School, Family, Community Partnerships by Joyce Epstein by  focusing on "Learning at Home."  Our action plan includes an evening workshop to address the appropriate home study environment that will help students become successful learners, an additional parent-teacher conference at the beginning of the second semester, a parent signature verification that will ensure students are correctly sharing school information with the home, an extra day to complete assignments for middle school students, evening workshops to accomodate working parents, and communication homework folders for grades PK-5. 

It is essential to promote a strong transition from early childhood programs to kindergarten. Establishing relationships with the parents early will foster a stronger school/parent partnership, providing these parents with information and skills to prepare their children for school. This will decrease also the number of children who are not prepared for kindergarten.

The following programs are planned for the 2007-2008 school year.

1. Ten of the students from the Gandeeville Headstart Program will be part of our student population and the remaining students at Gandeeville will be invited to attend special events and programs throughout the school year.
2. Packets will be provided to the parents of kindergarten students when they register. These packets will include information on preparing their children for kindergarten.
3. The speech pathologist will make weekly visits to the Gandeeville Headstart. He will provide speech services and phonemic awareness activities.
4. Headstart teachers will also be invited to attend staff development.
5. Students from the Headstart program will also be invited to tour WEMS.

Walton Elementary/Middle School Parental Involvement Policy

PART I.            GENERAL EXPECTATIONS

The Walton Elementary/Middle School agrees to implement the following statutory requirements:

·                    Consistent with section 1118, the school will ensure that the required school level parental involvement policy meets the requirements of section 1118 of the ESEA, and includes, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.

·                    Schools will notify parents of the policy in an understandable and uniform format and, to the extent practicable, in a language the parents can understand. The policy will be made available to the local community and updated periodically to meet the changing needs of parents and the school.

·                    In carrying out the Title I, Part A, parental involvement requirements, to the extent practicable, the school will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request and, to the extent practicable, in language parents understand.

·                    If the school-wide program plan for Title I, Part A, developed under section 1114(b) of the ESEA, is not satisfactory to the parents of participating children, the school will submit any parent comments with the plan when the school submits the plan to the local educational agency (school district).

·                    The school will involve the parents of children served in Title I, Part A schools in decisions about The school will build its own and the parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement.

·                    The school will provide parental involvement activities under section 1118 of the ESEA in the areas of improving student achievement, child development, child rearing and additional topics parents may request.

·                    The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

(A)   that parents play an integral role in assisting their child’s learning;

(B)   that parents are encouraged to be actively involved in their child’s education at school;

(C)   that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

(D)   the carrying out of other activities, such as those described in section 1118 of the ESEA.

PART II.           DESCRIPTION OF HOW SCHOOLS WILL IMPLEMENT REQUIRED SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS

1.                   The Walton Elementary/Middle School shall take the following actions to involve parents in the joint development and review of its school parental involvement policy under section 1118 of the ESEA: 

·        Title I Team meetings

·        Parent Surveys

·        Title I Plan presented to and reviewed by LSIC

2.                   The Walton Elementary/Middle School shall take the following actions to involve parents in the process of planning, joint development of the program, review and improvement of programs under Title I Part A of the ESEA : 

·        Title I Planning Team meetings

·        Planning meeting with the County Parent Advisory Council (PAC)

·        Parent Surveys

3.         The Walton Elementary/Middle School shall hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements and the right of parents to be involved in Title I, Part A programs.  The school will invite all parents of children participating in Title I, Part A programs to this meeting.

·        Open House/Title I Annual Meeting/Town Meeting in August

·        Title I presentation at October PTO meeting

4          The Walton Elementary/Middle School shall provide parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

·        Open House/Title I Annual Meeting/Town Meeting in August

·        Progress reports each 4 ½ weeks and grade reports each 9 weeks

·        WESTEST and WV Writing Assessment scores (4^{th &} 7^th grades) distributed to each student

5.         The Walton Elementary/Middle School shall, at the request of parents, provide opportunities for

regular meetings for parents to formulate suggestions and to participate, as appropriate, in decisions about the education of their children.  The school will respond to any such suggestions as soon as practicably possible by:

·        Teacher-sent letters at beginning of school listing available scheduling for individual parent conferencing

·        WEMS Parent/Teacher Conference (November 13, 2007)

·        WEMS Faculty Senate

·        PTO

·        LSIC (Local School Improvement Council)

·        Title I Parent Advisory Council

6.         The Walton Elementary/Middle School shall provide each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading by:

·        WESTEST results and information sheet

·         WV Writing Assessment results (4^th & 7^th grade)

7.         The Walton Elementary/Middle School shall take the following actions to provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher             who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002):

·        Notification letter to parents, if applicable

8. The Walton Elementary/Middle School shall provide assistance to parents of children served by the school, as appropriate, in understanding the state’s academic content standards; the state’s student academic achievement standards; the state and local academic assessments including alternate assessments; the requirements of Title I Part A; how to monitor one’s child’s progress; and how to work with educators by undertaking the actions described below:

                ·     WEMS Open House/Title I Annual Meeting/Town Meeting (Mr. Garner)

• Parent Volunteer Training
• Student Progress Reports
• Roane County Schools Handbook
• Walton Elementary/Middle School Handbook
• Parent Training Sessions
• School/Parent Compact
• WEMS website

9.         The Walton Elementary/Middle School shall provide materials and training to help parents work with their children in the areas of improving student achievement, (including literacy training and using technology) child development, child rearing and additional topics parents may request.

·        Title I Parent Resource Center (in library)

·        WEMS Title I website  http://roanecountyschools.com/wems

·        “Firm, Fair, Consistent” monthly newsletter

·        Monthly thematic literature pamphlets (available at workshops, training sessions, and in WEMS Parent Resource Center)

·        PTO

·        Parent training sessions/workshops (parents and grandparents):

1.       “Ways Parents Can Build Self-Esteem” (PK-2^nd grades)

2.       “Ways Parents Can Motivate Children (3^rd-5^th grades)

3.       “”Preparing for Middle School and High School (6^th-8^th grades)

4.       “Phonemic Awareness”

5.       “Secrets of Making Your Child Want to Read”

6.       “Starting Your Child in School”

10.        The Walton Elementary/Middle School shall, with the assistance of its parents, educate its teachers, pupil services personnel, principals and other staff in how to reach out to, communicate with, and work with parents as equal partners in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: 

·        LSIC

·        Faculty training on “The Keys to Successful School-Parent-Community Partnership" in October 2007

·        Title I Planning Team

11.        The Walton Elementary/Middle School shall, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool, and other programs.  The school will also conduct other activities, such     as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

·        Parent Resource Center in library (available at any time school is open)

·        Educate parents at Kindergarten registration by sharing services available at WEMS; assist in identifying at-risk, new kindergarten students; offering extended learning program for identified children; and hand out applicable literature.

·        Annual Head Start visit to WEMS in the spring

12.        The Walton Elementary/Middle School shall take the following actions to ensure that information related to the school and parent-programs, meetings, and other activities is sent to parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand:

• ESL services
• Sign language interpreters available, as needed
• Large print material available, as needed
• Notice in Student Handbook (in 7 languages) expressing the desire of WEMS to assist in translation of any information in the handbook or any other school documents.
• Monthly school newsletter, “Tiger Beat”.
• School website       http://roanecountyschools.com/wems

PART III.          DISCRETIONARY SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS

N/A.

PART IV.          ADOPTION 

This School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by  the Title I Planning Team and the LSIC.

This policy was adopted by the Walton Elementary/Middle School on August 27, 2007, and will be in effect for the 2007-2008 school year. 

The school will distribute this policy to all parents of participating Title I, Part A children on or before August 27, 2007.