Title I Parent Involvement Forum

TITLE I Compliance

Parent Involvement Forum

Required Documents

PLANNING REVIEW
SESSIONS

FEBRUARY 1- MARCH 8, 2017

Parent Involvement Forum
Planning Review Procedures

and Documentation

REQUIRED STEPS:



1. Invites (3 different methods)
Flyer
School Messenger
Facebook
Marquee
Newsletters
Email
Remind
Website
Letter
Class Dojo

2. Facilitated Agenda
 School Name
 Month / Day / Year
 Location / Time

3. Sign In Sheets Signature Role Student
Print Name Kelly Clark Grandparent Derek Johnson
Kelly Clark

4. Detailed Minutes

5. Feedback Forms
 Teacher Feedback – Compact and Plan
 Parent Feedback – Compact, Plan and Budget
 Student Feedback - Compact

6. Evaluations

7. Handouts

Optional
 Pictures
 Interpreter (based on school population)

All Documentation Due: March 23, 2017

“We need your help!

Parent Involvement Forum

Date/Time: Meeting Details:
(Inset Date)
(Insert Time) To honor our commitment to provide the
best possible educational experience for
Locations: your child and work with you in that effort,
(Insert Location) we invite you to review and revise the
following documents for the 2017-2018
Please join us for this very school year:
important meeting! *Needs Assessment
*Schoolwide Improvement Plan
*School Parental Involvement Plan
*Parental Involvement Budget
*School-Parent Compact

School Name
School Address

Parent Involvement Forum
Needs Assessment, Schoolwide Improvement Plan, School Parental Involvement Plan, Parental

Involvement Budget, School-Parent Compact

Date

Dear Parent/Guardian:

We believe that your involvement with your child’s education is essential to their academic and future
success. To honor our commitment to provide the best possible educational experience for your child
and work with you in that effort, we invite you to help us develop or revise the Needs Assessment,
Schoolwide Improvement Plan, School Parental Involvement Plan, Parental Involvement Budget, and
School-Parent Compact for the 2017-2018 school year. We have planned to hold a meeting that will be
dedicated to this important collaboration. The meeting will be held INSERT DATE at INSERT TIME and
INSERT TIME for your convenience.

Together with you, we will develop written plans that will be distributed to parents of students
participating in a Title I program. We will also make the written plans available to community members
in the district.

We invite you to join us by investing your time and energies in the future success of all our students. If
you are interested in participating, please complete the “Parent Participation Form” as the first step of
your commitment. We would appreciate hearing from you by ________________________. For more
information, please contact _________________________________________at _______________.

ADD additional activity information listed on flyer to increase parent attendance.

Sincerely,

Principal

Parent Participation Form

Parent Involvement Forum
Needs Assessment, Schoolwide Improvement Plan, School Parental Involvement Plan, Parental

Involvement Budget, School-Parent Compact

Meeting Date: _________________ Time: ___________ and _____________

Meeting Location: __________________________________________________________________________

____________________________________________________________________

Parent/Guardian: Please complete the section below and return the form to your child’s teacher
by ___________________________.

Name of Student: ______________________________________ Date: ______________________

Name of Parent: ______________________________________ School: _____________________

____ I can attend the morning meeting.
____ I can attend the afternoon meeting.
____ I cannot attend the meeting.

Please provide the following information:
Phone: ___________________ Address: _______________________________________________
________________________________________________________________________________

Thank you for your interest and commitment to ensure your child’s academic success.

Sample script for School Messenger callouts, emails, text messaging,
newsletters/blogs, facebook, and other social media outlets

Parents and Guardians,

We believe that your involvement with your child’s education is essential to their academic
and future success. To honor our commitment to provide the best possible educational
experience for your child and work with you in that effort, we invite you to help us develop or
revise the Needs Assessment, Schoolwide Improvement Plan, School Parental Involvement
Plan, Parental Involvement Budget, and School-Parent Compact for the 2017-2018 school
year. We have planned to hold a meeting that will be dedicated to this important
collaboration. The meeting will be held INSERT DATE at INSERT TIME and INSERT TIME for
your convenience.

ADD additional activity information listed on flyer to increase parent attendance.

We thank you in advance for investing your time and energies in the future success of all our
students. See you soon!

TITLE I Compliance

Parent Involvement Forum

REQUIRED
DOCUMENTS

6. Distribute and Utilize 1. Determ
achievement
•Share the Plan and compact with all
Title I families at the Annual Title I •Choose one o
meeting held by August 31st. identified Sch
Improvemen
•Obtain dated, original signatures from prior to meet
teacher, parent and student (principal and families.
optional) by September 29th.
•Goals should
•Use compact as a learning tool with teachers, par
parents throughout the year students to w
(examples: newsletter,
parent/teacher conferences, Par
workshop agendas, website). Involv
Forum
5. Finalize the revisions
4. Speak wit
•Use feedback from teachers, parents and
students to finalize revisions. •Invite student lea
or a small group o
•Use family-friendly words and make sure selection of stude
all compact requirements are addressed. levels to get stud

•Make sure that all strategies are directly •Provide compact
tied to the school goal(s) and focus and teacher/pare
area(s). student-friendly w

•Limit strategies to two or three that will •Ask specific ques
have the greatest academic impact with area(s). Record fe
all stakeholders working together. teacher/parent s

mine student 2. Collaborate with teachers
t goal(s)
•Meet with teachers prior to parents
or two already or at the same time as parents.
hool
nt Plan goal(s) •Determine one or two focus area(s)
ting with teachers for each goal.
be easy for
rents and •Provide two or three strategies the
work on together. school can share with parents to use
at home with students. Link to focus
rent area(s).
vement
Process •Draft two or three suggested
strategies for parents to use at home.

th Students 3. Meet with Parents

adership organizations, •Share goal(s) and focus areasfor
of older students or a Plan and compact.
ents from all grade
dent feedback. •Describe teachers' drafted
strategies. Emphasize how linked
t goal(s), focus area(s) to goal(s) and focus area(s).
ent strategies in
words. •Record responses on Parent
Involvement Feedback Form to
stions related to focus guide conversation. Make sure
eedback. Link to parent strategies are tied to
strategies. teacher strategies.

(Insert School Name)
(Insert Principal Name)
(Insert School Address)
(Insert City, State and Zip Code)
(Insert School Phone Number)

School-Parent Compact
Teacher Feedback

Please follow the 3 step process listed below to help develop our schools school-parent
compact:
Step 1: School-Parent Compact Goals- Identify one or two measureable, primary student
achievement goals from the School Improvement Plan. (For example: Reading, Writing,
Math, Science or Social Studies.)
Step 2: Focus Areas for Compact- Determine one or two focus areas for each goal by grade level. (See the
School Parent Compact Focus Area Suggestions sheets for examples.)
Step 3: Teacher Strategies for Parents- Provide two or three strategies that teachers can share with
parents to use at home with their child. Link strategies to focus areas.

Student Achievement Goal 2:
Focus Area 1:

Strategy 1

Strategy 2:

Strategy 3:

Focus Area 2:

Strategy 1:

Strategy 2:

Strategy 3:

Student Achievement Goal 1:
Focus Area 1:
Strategy 1
Strategy 2:
Strategy 3:
Focus Area 2:
Strategy 1:
Strategy 2:
Strategy 3:

Signature Grade Level Date

Signature Grade Level Date

Signature Grade Level Date

Signature Grade Level Date

Thank you for taking the time to complete this form. Your feedback is greatly valued and sincerely
appreciated

Focus Area Suggestions for Use on the School-Parent Compact

Please note: The skills listed below are generally introduced or considered concepts students should learn in
the corresponding grade levels. However, schools should always consult current academic performance
standards as well as student and school data when selecting focus areas for their compact to ensure alignment
with student academic achievement needs.

English Language Arts Foundational Grade-Level Skills

Kindergarten 1st Grade 2nd Grade
 Ask/answer questions about text  Describe characters/settings/events  Answer who/what/where/when/why
 Retell stories, identify characters/setting  Distinguish between fiction/non-fiction  Recount fables/folktales
 Understand features of print  Compare/contrast stories  Recognize lesson/moral
 Phonological awareness - rhyme,  Recognize features of a sentence  Recognize rhythm and alliteration
 Phonics - blend, isolate vowels, decode  Understand plot structure, points of
syllables, blending  Write opinion piece with reasons
 Phonics – letter names and sounds  Write explanatory piece with facts view and cause/effect
 Present ideas orally expressing ideas  Write narrative with sequence  Compare multiple versions of a story
 Recognize a minimum of 225 sight words  Distinguish long/short vowels, common
understandably  Read for fluency
 Recognize high frequency sight words prefixes and suffixes, irregular spellings
 Express opinions or preference about a  Write complete sentences
 Read for fluency and comprehension
topic or book in writing and drawing
4th Grade 5th Grade
3rd Grade  Quote accurately
 Cite text evidence for assertions  Cite evidence for inferences from text  Identify how characters/speakers reflect
 Recount fables/folktales/morals/lessons  Determine theme/main idea
 Recognize non-literal language  Understand plot structure/ and respond in texts
 Recognize text parts: scene/stanza/etc.  Compare multiple texts (folktale/myth)
 See historical/scientific relationships characterization/structures of  Understand simile and metaphor
 Identify prefixes/common Latin suffixes poetry/drama  Compare themes across genres
 Use illustrations/graphs/dialogue  Understand narrative voice (1st, 3rd)  Use narrative techniques such as
 Use organization structure/transitions  Use letter-sound correspondences,
 Read for fluency and comprehension syllabication patterns and morphology dialogue, pacing, foreshadowing
 Write opinions and explanations  Develop and strengthen writing in all
 Read with purpose and expression
6th Grade  Write with strong evidence, purposeful types of text
 Determine how theme is conveyed  Summarize and paraphrase effectively
 Explore nuance of plot/characterization organization, transitions, headings,  Use root words, prefixes and suffixes to
 Understand figurative/connotative examples and quotations
figure out the meaning of unknown
language words
 Compare and contrast text, film, audio
 Compare and contrast genres 7th Grade 8th Grade
 Understand and avoid plagiarism  Cite multiple pieces of text evidence  Analyze with strongest and most
 Work in groups with deadlines and goals  Provide objective summary
 Evaluate a speaker’s evidence for claims  Analyze connotative meanings/tone appropriate evidence
 Use/cite credible sources in formal style  Examine lighting/sound/camera angle  Determine author’s biases and response
 Establish relationships among ideas  Compare historical fiction to history
 Use specific organizational features in  Acknowledge alternate/opposing claims to conflicting views in informational text
 Preview points after stating topic  Understand analogy/allusion/tone
different types of text, including: tables  Use parallel plots, dialogue and  Evaluate arguments and reasoning
of content, headings, captions, glossary,  Distinguish claims from opposing claims
footnotes, etc. flashback in narrative  Organize concepts into categories
 Address audience and purpose  Understand the motives/purposes
 Read for comprehension and vocabulary
behind information
(commercial/political)
 Identify irrelevant information
 Read for comprehension and vocabulary

Dr. John D. Barge, State School Superintendent
May 2014  Page 1 of 3

Focus Area Suggestions for Use on the School-Parent Compact

9th-10th Grades 11th-12th Grades Kindergarten - 12th Grade
 Cite strong explicit evidence in analysis  Determine when a text leaves matters All students should -
 Determine development of theme  Participate in gathering information
 Analyze multiple and conflicting uncertain
 Determine multiple themes from multiple sources including digital
elements of character and plot  Determine figurative and connotative resources and should gain keyboarding
 Analyze cumulative impact of author’s skills.
meaning including satire, sarcasm, irony,  Acquire and use new vocabulary using
choices (diction, structure, time, etc.) and understatement all appropriate resources
 Compare mediums (ex: poem/painting)  Analyze multiple versions of source text  Refer to the grade-level standards and
 Analyze authors’ use of classic works  Examine rhetorical strategies, especially the Language Progressive Skills Chart for
 Study historical documents from US from historical documents specific grammatical and mechanical
 Study historical documents from US skills at each level
history history  Work towards increasingly engaged,
 Write analytic arguments with valid  Include all critical elements of writing prepared and appropriate participation
from 9-10 grade band in collaborative discussion – propel
reasoning/claims and  Initiate collaboration, expressing ideas conversation and respond thoughtfully
counterclaims/anticipation of audience persuasively  Use technology to publish work;
concerns  Evaluate speaker’s reasoning identifying incorporate all digital media effectively
 Identify false reasoning false reasoning or
 Use digital media strategically distortion/exaggeration

Mathematics Foundational Grade-Level Skills

Kindergarten 1st Grade 2nd Grade
 Count quantities of objects, compare  Develop an understanding of addition,  Extend understanding of base-ten

sets of objects and represent subtraction, and strategies for addition notation
quantities with numerals within 20 and subtraction within 20  Build fluency with addition and
 Model simple addition and subtraction  Develop an understanding of whole
situations with sets of objects within number relationships and place value, subtraction
10 and eventually with equations including grouping in tens and ones  Use standard units of measure
 Fluently add and subtract (mentally,  Develop an understanding of linear  Describe and analyze shapes
orally) within 5 measurement and measuring lengths as
 Identify, name, and describe basic iterating length units 5th Grade
two-dimensional shapes, use basic  Reason about attributes of, and  Develop fluency with addition and
shapes and spatial reasoning compose and decompose geometric
 Rote count to 100, counting forward shapes subtraction of fractions, and develop an
(and backward) from any known understanding of the multiplication of
number in the known sequence. 4th Grade fractions and of division of fractions in
 Compare numerals within 10  Develop an understanding and fluency limited cases (unit fractions divided by
whole numbers and whole numbers
3rd Grade with multi-digit multiplication, and divided by unit fractions)
 Develop an understanding of develop an understanding of dividing to  Extend division to 2-digit divisors,
find quotients involving multi-digit integrate decimal fractions into the
multiplication and division and strategies dividends, generalize place value place value system and develop
for multiplication and division within 100 understanding to multi-digit whole understanding of operations with
 Develop an understanding of fractions, numbers decimals to hundredths, and develop
especially unit fractions (fractions with a  Develop an understanding of fraction
numerator 1) equivalence, addition and subtraction of
 Develop an understanding of the fractions with like denominators, and
structure of rectangular arrays and of multiplication of fractions by whole
area numbers
 Describe and analyze two-dimensional
shapes

Dr. John D. Barge, State School Superintendent
May 2014  Page 2 of 3

Focus Area Suggestions for Use on the School-Parent Compact

 Develop an understanding of  Develop an understanding of decimal fluency with whole number and decimal
measurement and estimation of intervals notation of fractions, and compare operations
of time, liquid volumes, and masses of decimal fractions  Develop an understanding of volume
objects concepts and relate volume to
 Understand that geometric figures can multiplication and to addition
 Solve word problems using addition, be analyzed and classified based on their  Understand place value
subtraction, multiplication and division properties, such as having parallel sides,
perpendicular sides, particular angle
measures, and symmetry

6th Grade 7th Grade 8th Grade
 Connect ratio and rate to whole number  Develop an understanding of and apply  Formulate and reason about expressions

multiplication and division and use proportional relationships and equations, including modeling an
concepts of ration and rate to solve  Develop an understanding of operations association in bivariate data with linear
problems equations and systems of linear
 Complete understanding of division of with rational numbers and work with equations
fractions and extend the notion of expressions and linear equations  Grasp the concept of a function and
number to the system of rational  Solve problems involving scale drawings using functions to describe quantitative
numbers, which includes negative and informal geometric constructions, relationships
numbers and work with two- and three-
 Write, interpret, and use expressions, dimensional shapes to solve problems  Analyze two- and three-dimensional
equations, and inequalities involving area, surface area, and volume space and figures using distance, angle,
 Develop an understanding of statistical  Draw inferences about populations similarity, and congruence, and
thinking based on samples understand and apply the Pythagorean
 Explain and manipulate the relationship Theorem
between percentages, decimals and
fractions

Coordinate Algebra Accelerated Coordinate Algebra/Analytic
 Understand the concept of function Geometry A
 Interpret and build functions  Understand and prove congruence and
 Create equations that describe linear and exponential relationships between quantities
similarity in terms of transformations
and explore the resulting equations  Understand right triangle trigonometry
 Solve equations and inequalities in one variable  Describe circles and their properties with
 Represent and solve equations and inequalities graphically
 Interpret the structure of linear and exponential expressions and without coordinates
 Interpret linear models  Refer to the Coordinate Algebra bullets
 Use coordinates to prove simple geometric theorems algebraically
 Use descriptive statistics as well

Dr. John D. Barge, State School Superintendent
May 2014  Page 3 of 3

(Insert School Name)
(Insert School Address)
(Insert City, State and Zip Code)
(Insert School Phone Number)

Parent Involvement Forum

Title I Planning Review Session
2017-2018

Agenda

(Insert Date of Meeting)
(Insert Time of Meeting)
(Insert Meeting Location)

Welcome students, parents, community and staff members,

We are glad to welcome you to our school’s planning review session. Our purpose is to conduct a
review of the effectiveness of our schoolwide program and to revise the plan as necessary. To be sure
everyone has a chance to participate; we have provided a feedback form for you to give us your
comments. Questions are welcome throughout this session. The purpose and goals of Title I are to
ensure that all students, especially those students most at risk, have the opportunity to a fair, equal,
and significant opportunity to obtain a high-quality education to advance and meet State academic
achievement standards.

Outline of Items for Discussion
 School Needs Assessment
 Parent Engagement Survey Results
 Schoolwide Improvement Plan
 School-Parent Compacts
 School Parental Involvement Plan and Budget

1. Needs Assessment
 Review the strengths and challenges identified in key academic areas.

2. Parent Engagement Survey Results
 Summarize parent feedback on the effectiveness of the parent engagement program

3. Schoolwide Improvement Plan (Parent Involvement Forum Feedback Form)
 Discuss the instructional strategies, standards, curriculum and technology that will be
implemented to improve student learning and proficiency levels. Describe what changes are
anticipated if goals were not met for the year?
 Explain the alternative instructional techniques used to address the needs of students who are
falling behind? Describe how these students will receive effective, timely, additional assistance.
 Review what assessment tools the school uses and describe what changes are anticipated.
 Explain how the Title I budget supports the school improvement efforts.

4. School-Parent Compacts
 Review the anticipated goals for 2017-2018.
 Discuss and develop home learning strategies by all parties (teachers, parents and students) for
reaching the school’s goals for academic achievement.

5. Parental Involvement Plan and Budget
 Describe and determine the types of activities/workshops planned to support parents’
understanding of curriculum, standards, assessments, and student progress.
 Review the school’s plans to assist students through the transition from early childhood, or
rising middle or high school student.
 Describe how parent engagement funds were spent and discuss parent recommendation on
how to spend this year’s funds, if available. (Note: specific allowable expenses are provided
under Title I)
 Describe parental involvement opportunities and discuss ways to improve school-parent
communication methods (e.g., Wednesday folders, Facebook, Remind101, email, school
messenger, school website/Title I parent page).

6. Closing and Evaluations

There is an evaluation form (bright colored paper) that we would like you to fill out to help us
improve this event in the future. We hope you gained some great information about Title I as well
as information all parents should know about our school. We hope that you always feel welcomed
to be a part of this school.

Thanks for coming!

TITLE I Compliance

Parent Involvement Forum
Required Documents

SAMPLE:
REVIEW MEETING

SIGN-IN SHEET

Name (Insert S
(Insert S
(Please Print) (Insert City,

Parent Inv
Needs Assessment, Schoolwide Improve

Parental Involvement B

(Insert M
(Insert D
(Insert Ti

Signature

School Name) Student
School Address)
State and Zip Code)

volvement Forum
ement Plan, School Parental Involvement Plan,
Budget, School-Parent Compact

Meeting Location)
Date of Meeting)
ime of Meeting)

Role / Relationship (i.e., parent,

grandparent, aunt)

(Insert School Name)
(Insert School Address)
(Insert City, State and Zip Code)
Parent Involvement Forum

Feedback Form
(Insert Meeting Location) if different from school

(Insert Date of Meeting)
(Insert Time of Meeting)

1. Title I schools are required to complete a Schoolwide Improvement Plan that addresses the
educational achievement of all students while targeting the educational needs of at-risk students.
The schoolwide plan required components are integrated into the school improvement plan in order
to reflect all activities that the school is planning for the upcoming year. The school must also have a
separate Parental Involvement Plan. The strategies in the parental involvement plan must align with
the SWP/SIP.
I reviewed the Schoolwide Improvement Plan:
Suggestions for the new school year:

2. A School-Parent Compact is an agreement that parents, students and teachers develop together.
The compact explains how parents and teachers will work in partnership to make sure all students
get the individual support they need to reach and exceed grade level standards.

School–Parent Compact Goals: Insert school goals and focus areas

Student Achievement Goal #1:
Focus Area(s):

Student Achievement Goal #2:
Focus Area(s):

Do you agree with the compact goal(s) and focus areas for school improvement?

Yes _No

Other suggestions for the new school year:

Discuss the strategies provided by teachers for achieving the goals. Indicate strategies below or
refer to chart paper. Please list a few ways that you can help with increasing your child’s skills in the
focus area(s).
Teacher Strategies – Indicate Grade Level Parent Strategies
Goal #1 – Focus Area:

Goal #2 – Focus Area:

3. Our school has a Parental Involvement Plan that describes activities to help support your
involvement. We believe that your child does his/her best when the home and school work
together. What activities/events can we provide that will help support you as a parent?

I reviewed the Parental Involvement Plan:
Other suggestions for the new school year:

4. For the 2017-2018 school year, we would like to spend the Title I Parental Involvement Budget this
way:
 Family Engagement personnel to plan and execute parent involvement activities
 Parent workshops and events
 Parent Resource Center at school
 Educational materials for parent use in the home
 Technology

Do you agree with how we will budget parental involvement funds for the 2017-2018 school
year?

Yes

No If no, why not

Suggestions for the use of funds for the new school year:

I have been given the opportunity to provide my input.

Signature Role (i.e., parent, grandparent, aunt) Date
Date
Signature Role (i.e., parent, grandparent, aunt) Date
Date
Signature Role (i.e., parent, grandparent, aunt)

Signature Role (i.e., parent, grandparent, aunt)

Thank you for taking the time to complete this form.
Your feedback is greatly valued and sincerely appreciated.

(Insert Name)
(Insert School Address)
(Insert City, State and Zip Code)
(Insert Meeting Location) if different from school
(Insert Date of Meeting)
(Insert Time of Meeting)

School-Parent Compact
Student Feedback Form

*Note (Delete the information in red below before distributing to students.)
Guided Questions about compact goals: “What can you do this year to make sure you learn what you need to
know?” “Where do you need help to do better?” “How can your teacher help you?” “How can your family
help you?” “What do you need to practice more?”
Suggestions for guided questions about focus area(s): It is best to ask questions directly related to the focus
area. For example, if your focus area is vocabulary development you may ask students: “What will you do to
learn words you don’t know?” “How will you work on improving your essay writing skills?”
List parent and teacher strategies on the board or on chart paper. Help guide students in linking their
strategies with that of their teachers and parents.
Let’s review the strategies already provided by your teachers and parents.

In the chart below, please list a few things you could do at home with your family to help increase your
_________________________________________________skills.

I can:

In the chart below, please list a few things you could do at home with your family to help increase your
_________________________________________________ skills.

I can:

Student Signature Grade Date

Thank you for taking the time to complete this form!

(Insert School Name)
(Insert Address)

Parent Involvement Forum
Needs Assessment, Schoolwide Improvement Plan, School Parental Involvement

Plan, Parental Involvement Budget, School-Parent Compact

(Insert Date of Meeting)
(Insert Time of Meeting)
(Insert Meeting Location)

SAMPLE MEETING MINUTES

The XYZ school planning revision session was held on (Month, Day, Year) at (Time) in the (Location). The
meeting was led by Principal XYZ. Several parents, students and teachers were present.

The purpose of our meeting was to review and discuss the current progress of our Title I program and to
discuss any possible changes for the upcoming school year to the schoolwide plan. Parents were informed
about the academic needs of students, the instructional methods, assessments and services available to
support continuous improvements in the upcoming school year. Although school personnel did not have
specific recommendations at the time of the meeting, the Principal collected suggestions and heard all
concerns expressed by parents.

We also discussed the results of the Title I parent survey and the parental involvement budget. Based
on survey responses… (Summarize survey results).

The Parental Involvement Plan and the School-Parent Compact were discussed and parents, students
and teachers provided recommendations, suggestions and changes to these documents for the
upcoming school year. Parents were encouraged to use the Feedback Form to provide input during the
planning review process.

Parents completed evaluation forms, and then Principal XYZ concluded the meeting with final remarks.

(Insert School Name)
(Insert Address)

Parent Involvement Forum
Needs Assessment, Schoolwide Improvement Plan, School Parental Involvement Plan,

Parental Involvement Budget, School-Parent Compact

(Insert Date of Meeting)
(Insert Time of Meeting)
(Insert Meeting Location)

Evaluation

Presenter(s): __ ___________________________________________________________

WE APPRECIATE YOUR FEEDBACK. PLEASE TELL US WHAT YOU THOUGHT OF THIS MEETING.

3-Strongly Agree 2-Agree 1-Disagree N/A-Does Not Apply

32 1 N/A

The goals of this meeting were clear.

This meeting met my expectations.

The presenter(s) was/were knowledgeable
about the subject(s).

Overall, this meeting was worthwhile.

What did you find most helpful?

Comments/Suggestions

(Insert School Name)
(Insert Address)

Parent Involvement Forum
Needs Assessment, Schoolwide Improvement Plan, School Parental
Involvement Plan, Parental Involvement Budget, School-Parent Compact

(Insert Date of Meeting)
(Insert Time of Meeting)
(Insert Meeting Location)

Evaluación

Presentador(es): __ ___________________________________________________________

NOSOTROS APRECIAMOS SUS COMENTARIOS. POR FAVOR DÍGANOS SU OPINIÓN ACERCA DE ESTA
REUNIÓN.

3-Estoy muy de acuerdo 2-De acuerdo 1-No estoy de acuerdo N/A-No aplica

3 2 1 N/A

Las metas de esta reunión fueron claras.

Esta reunión cumplió con mis
expectativas.

El/la presentador(a/as/es) fue/fueron
conocedores en el tema.

En general, esta reunión valió la pena.

¿Qué encontró más provechoso?

Comentarios/Sugerencias