Albert Schweitzer Elementary School, Neshaminy School District
Parent and Family Engagement Policy 2025-2026
The Title I Program is a federally funded initiative that provides supplemental support to help all students meet challenging state academic standards. A core belief of the program is that the active involvement of parents and families is essential to student success. Research shows that when schools, families, and communities work together, children are more likely to attend school regularly, achieve at higher levels, and develop a lifelong love of learning. Albert Schweitzer Elementary School has established a written Parent & Family Engagement Policy that is in alignment with the Neshaminy School District Parent & Family Engagement Policy. This School, Parent, and Family Engagement Policy outlines how the school and families will share responsibility for supporting student learning, creating meaningful partnerships, and ensuring that all children reach their highest potential. The policy reflects the commitment of school staff to engage parents as equal partners, to respect the diverse needs of families, and to provide opportunities for all voices to be heard in decision-making.
It is documented that the policy it is reviewed and updated annually. This policy will be posted on the district and the school websites and will be updated and distributed annually.
1) Parent and Family Involvement in Policy Planning, Review, and Improvement (ESSA, Section 1116(b)(1))
Parents and family members are central to the development, review, and improvement of this policy. Each year, Albert Schweitzer Elementary families will be invited to participate in the evaluation, planning, review and improvement of the school's Parent & Family Engagement Policy and the Title I Program at annual meetings held in the fall and spring. All parents and family members of Albert Schweitzer Elementary School children shall be invited and encouraged to attend. Families can also provide input through surveys and conversations with staff, ensuring that their voices guide decision-making. This collaborative process creates a sense of shared ownership and accountability, while ensuring the policy remains responsive, relevant, and meaningful for all stakeholders.
2) Annual Meeting for Parents (ESSA, Section 1116(c)(1))
An Annual Title I Meeting is held at the beginning of the school year to provide families with an overview of the Title I program, their rights, and the services available to support students. Families are invited through flyers, newsletters, the school website, and email. At this meeting, families receive an agenda in advance that includes but is not limited to the following topics: an overview of Title I services, review of the school’s Parent and Family Engagement Policy, review of the District Parent and Family Engagement Policy, a review of Parent and Family Engagement set-aside funds, the School–Parent–Student Compact, and opportunities for families to become more involved. Time is provided for families to ask questions, provide input, and share suggestions. Evidence collected includes the meeting agenda, sign-in sheets, handouts, and presentation to document participation and compliance. This meeting sets the foundation for open communication and meaningful collaboration throughout the school year.
3) Flexible Meeting Times (ESSA, Section 1116(c)(2))
To ensure that every family has the opportunity to be involved, meetings, workshops, and parent conferences are scheduled at a variety of times during the day and evenings. Options such as evening family literacy nights and virtual workshops are provided to meet the needs of working parents and families with diverse schedules. Translation and interpretation services are available to remove barriers to participation. By offering multiple access points and flexible formats, the school demonstrates its commitment to including every family in Title I activities. Documented evidence includes flyers, schedules, and sign-in sheets for each event.
4) Ongoing Parent Involvement in Program Planning (ESSA, Section 1116(c)(3))
Parent engagement extends beyond the Annual Meeting, with opportunities for families to provide input throughout the year. Parents are invited to evaluate the effectiveness of Title I programs and make recommendations for improvement. Surveys are conducted regularly to capture feedback on instructional programs, family engagement events, and school communication practices. Families are encouraged to participate in PTO and steering committee meetings where Title I goals and strategies are discussed. This continuous involvement ensures that Title I programming remains dynamic, aligned to student needs, and guided by family perspectives. Evidence collected includes meeting notes, parent surveys, and revisions made to program practices based on family input.
5) Timely Information About the Title I Program (ESSA, Section 1116(c)(4)(A))
Parents are provided with timely and accurate information about Title I services, activities, and opportunities to be involved. Communication tools include school newsletters, emails, and the Title I section of the school website. Information tables are set up during Back-to-School Night to distribute resources and answer questions. Teachers provide individualized updates during conferences and through ongoing communication about student progress. By providing information in multiple formats and at regular intervals, families are kept informed and engaged throughout the school year. Evidence includes school newsletters, emails, and updated website postings.
6) Curriculum and Assessments (ESSA, Section 1116(c)(4)(B))
Families are given clear explanations of the curriculum, academic assessments, and State achievement standards used at the school. These are introduced at Back-to-School Night, Title I Fall and Spring Meetings, and parent–teacher conferences. Families receive resources through newsletters, informational meetings, and the district website with direct links to the Future Ready PA Index for access to statewide performance information. This ensures that parents understand how their child’s progress is measured and how to support learning at home. Evidence includes workshop agendas, assessment calendars, the district curriculum and assessment websites, and parent sign-in sheets.
7) Opportunities for Regular Meetings (ESSA, Section 1116(c)(4)(C))
Parents are encouraged to request meetings with teachers, administrators, or support staff at any point during the year. These meetings provide families with the opportunity to share suggestions, ask questions, and participate in decisions related to their child’s education. Meetings can be scheduled in person, virtually, or by phone to accommodate family needs. Staff are committed to responding promptly to parental/family requests and ensuring that all concerns are addressed respectfully and thoroughly. This practice fosters trust and demonstrates that parent input is valued. Evidence includes meeting requests, notes, and follow-up actions taken.
8) Involvement in the Schoolwide Plan (ESSA, Section 1116(5))
Families play an important role in the development and review of the Schoolwide Plan. Parents/families are invited to join planning steering committees, review data and documents, and provide feedback before the plan is finalized. Meetings are scheduled to gather input on academic goals, family engagement activities, and resource allocation. The Schoolwide Plan is posted on the school website to ensure transparency. Parents are given the opportunity to submit comments if they are not satisfied with the Schoolwide Plan. Comments may be provided during meetings, through surveys, or in writing directly to the principal. Parent input is documented and used to guide revisions and future planning. Evidence includes meeting agendas, sign-in sheets, meeting notes, and final copies posted for families. This applies only to Title I schools operating a Schoolwide Program. Please contact Amy Orlando (principal), at [email protected], if you would like to participate on this team.
9) School, Parent, and Student Compact (ESSA, Section 1116(d))
A School, Parent, and Student Compact is jointly developed each year by Albert Schweitzer Elementary families, staff, and students. The compact clearly defines the responsibilities of the school to provide high-quality instruction, parents to support learning at home, and students to take responsibility for their own academic success. The compact is reviewed and discussed at the Title 1 Annual Meeting, during parent–teacher conferences, and at the Title I Spring meetings. The compact shall: describe the ways in which families will be responsible for supporting their children’s learning, including volunteering in their child’s classroom and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time. The compact shall: address the importance of communication between teachers and parents in an ongoing basis through parent-teacher conferences, frequent reports regarding children’s progress, and open, two-way, regular communication between family members and school staff in a language that family members can understand. Families receive copies of the compact in their preferred language and are encouraged to review it with their children at home. This shared agreement reinforces the partnership between families and schools in supporting student achievement. Evidence includes draft compacts, final versions, and sign-in sheets from meetings where the compact is reviewed.
10) Assistance in Understanding Academic Standards (ESSA, Section 1116(6)(e)(1))
Parents are supported in understanding state academic standards, local assessments, and ways to monitor student progress. Workshops and information sessions are offered at Title I meetings, Back-to-School Night, and parent–teacher conferences. Families are shown how to interpret progress reports, use the LinkIt! parent portal, and access online resources to support their child’s learning. Teachers provide strategies for supporting reading, writing, and math at home. By equipping parents with this knowledge, families are empowered to take an active role in their child’s education. Evidence includes workshop/meeting agendas, family feedback, and copies of distributed resources.
11) Materials and Training for Parents (ESSA, Section 1116(6)(e)(1))
Through family workshops and parent-teacher conferences, Albert Schweitzer Elementary School will provide materials and training to help parents work with their children to improve their children's achievement. Parents are provided with materials and training to strengthen their ability to support their children academically. Family workshops may focus on literacy strategies, math practice, and technology use, with hands-on activities that can be replicated at home. Parents may receive educational kits, books, and online tools to reinforce learning.
12) Educating Staff About Parent Involvement (ESSA, Section 1116(6)(e)(3))
Albert Schweitzer teachers, support staff, and administrators receive ongoing professional development on effective family engagement strategies. Training includes sharing SPAC videos annually to Title 1 staff and role-playing communication strategies. This training helps staff view families as equal partners, improve communication, and builds strong, collaborative relationships. Evidence includes PD agendas, sign-in sheets, and staff feedback.
13) Coordination with Other Programs (ESSA, Section 1116(6)(e)(4))
Albert Schweitzer Elementary School will, to the extent feasible and appropriate, coordinate, and integrate parent involvement programs and activities with other federal, state, and local programs including public preschool programs and conduct other activities, that encourage and support parents and family members in more fully participating in the education of their children. Partnerships with Pre-K Counts, Head Start, and local early learning providers help prepare children for kindergarten. Transition programs assist students moving from elementary to middle school with parent orientation sessions and resource guides. Collaboration with community organizations such as libraries and family centers provides additional services to families. Evidence includes partnership agreements, transition plans, and program schedules.