What is the Title I Parent Involvement Plan?

By law, Title I-A schools need to have a written Parent Involvement Plan. 
This plan is distributed to every parent with an identified Title I student.  
See below for Hopkins' current Parent Involvement Plan.  We welcome suggestions, ideas, and feedback for revisions to this plan.  You may contact Errin Esparza at eesparza@sherwood.k12.or.us with suggestions.

Title I Parent Involvement Plan


J. Clyde Hopkins Elementary School


As part of the reauthorization of the Elementary and Secondary Education Act renamed “No Child Left Behind,” all schools that receive Title I funds must have a written parent involvement policy.  Such a policy is designed to communicate with parents of students that participate in any Title I related program.  The following has been written and approved by the Title I staff, incorporating the input of Title I parents.

What is Title I?

Title I provides federal funding for schools to help students who are identified as most at risk of failing to meet the State’s academic achievement standards.  Funding is based on the number of low-income children in a school, which is generally determined by the number of students eligible for the free or reduced lunch program.  Title I is intended to supplement, not replace, state and district funds.

Title I funding may be used for direct or indirect services.  Indirect support may come in the form of professional development for teachers and assistants or curriculum, supplies and materials for Title I programs. Students who receive direct services are determined by a specified set of criteria.


Title I Services at Hopkins

  • K-5 After School Math Intervention – Identified students receive approximately 90 minutes of math intervention instruction per week with a certified teacher.  Curriculum is chosen which specifically addresses the skill level and needs of each student.  This includes both re-teaching and pre-teaching of essential grade level skills and content.  Title I math instruction is supplemental and does not replace the core classroom curriculum.  Curriculum includes both direct instruction and the use of technology.
    • Student achievement data will be examined each trimester to determine which students have the greatest need for intervention services. 
    • Student progress will be monitored using in-program data, classroom based assessments, as well as school-wide standardized test scores
  • Pre-Kindergarten Class – Identified students receive 3 hours of classroom instruction per day which includes literacy, numeracy, and social skill building. 



Criteria and Notification:

Hopkins is a “targeted assistance Title I” school, which means that only specifically identified students are eligible to receive Title I services and support.  The criterion listed below is analyzed and students demonstrating the highest need are selected to receive these services.


K-5 After School Math Intervention


o    OAKS math assessment

o    easyCBM

o    Curriculum based assessments

o    Classroom performance

Pre-Kindergarten Class*


o    4 years old by Sept. 1 of current school year

o    Live within Hopkins boundaries

o    Toilet trained

o    ASQ-3 developmental screener

o    ESI-R developmental screener

o    Home language survey

o    Income qualification criteria

  A child is “automatically eligible” if                          s/he:

·          Participated in a Head Start or Title I preschool program anytime in the last 2 years

·          Received migrant education services in the last 2 years

·          Is Title X (homeless)

·         Attended a community day program or a local institution for neglected or delinquent children



v  The Title I Math Coordinator/Pre-Kindergarten teacher is available to address any questions or concerns.

v  An annual meeting will be scheduled each year where information will be shared regarding services provided by Title I.

v  Parents of students who qualify for services will be notified by written/oral communication.

v  Classroom teachers will share information about the child’s progress during regular scheduled conferences, midterm progress reports and trimester report cards.  The Title I Math Coordinator/Pre-Kindergarten teacher is available to answer any further questions.



Home/School Connection:

Hopkins staff supports working with parents/guardians to promote learning in school and at home.  Parents/guardians will be given many opportunities to participate in school events and communicate with staff.  Parents/guardians will be given the opportunity to make suggestions/recommendations about the Title I program at meetings or during parent events.

v  Each fall, the Hopkins Parent-School Compact will be given to parents, either at Curriculum Night, parent-teacher conferences, or sent home in the mail.  This agreement outlines how the principal, teachers, parents and students will share the responsibility for improved student achievement and success.  Our request is that the compact be reviewed with your child, signed and returned to your child’s teacher.

v  Provide ongoing communication between school and parents/guardians

§  District website (www.sherwood.k12.or.us)

§  School website (link on district website)

§  Classroom newsletters

§  Flyers sent home for special events

§  Interpreters provided for fall and spring parent-teacher conferences

§  Midterm progress reports and report cards sent home

v  Invite parents to attend workshops in and outside of the district

v  Site Council has parent representatives who are part of the team that design and implement our school improvement plan

v  Hopkins PTAC, a committee of parents and school staff, who sponsor family events throughout the school year

v  Annual Title I parent meeting

v  Title I daytime and evening parent events every trimester may include but is not limited to : Literacy Night, Camp Read-a-Lot, free book distributions, and other events

A strong partnership between the school and home is essential in providing a quality education to all students.  The staff of Hopkins believes that parent involvement is one of the most important keys for a student’s academic success.  We are committed to encourage parent involvement within our school.  As a staff, we are dedicated to provide a safe and caring environment for our students.




If a parent has a concern or question they may take the following steps:

v  Share concerns with classroom teacher and Title I teacher, either in person or by phone or email.

v  If the problem is not resolved, the parent shares the concern with the building principal.

v  If the problem is not resolved, the parent shares the concern with the superintendent.

v  If the problem is not resolved, a formal written and signed concern/question is filed with the Oregon Department of Education.