Oakbrook Elementary

ESSA Section

Ways in Which Oakbrook Elementary Staff Accomplish These Activities

1116(b)(1) This Plan has been jointly developed and distributed to parents and family members in a language that can be understood. The Plan is updated periodically to meet the changing needs of parents and the school.

Describe the development of the Plan, including the stakeholders involved, the steps taken to ensure the Plan is understood, and the process for updating the Plan.

The Oakbrook Elementary Title I Schoolwide Parent Involvement Plan has been created through the collaborative efforts of parents and staff.  Parents were an integral part in the development of this plan and their feedback and suggestions are utilized in making updates to our Title I Schoolwide Parent and Family Engagement Plan. The plan is reviewed in the fall during the Annual Meeting which is held during the first PTO meeting.  Parents have the opportunity to learn the details of the plan, ask any questions they may have, and offer feedback. Their feedback is incorporated into the plan as appropriate. The plan is posted on the school website for review. Parents are welcome to contact the school should they have any questions or would like to provide feedback. The Home/School Compact is sent home in November. In addition, a meeting was held virtually in conjunction with our PTO in the fall.  At this meeting parents had the opportunity to review the Family Engagement plan, school data, and The Title I Parent Survey. Questions, concerns, and suggestions were addressed at that time. In addition, Title I information and updates to the program are shared regularly during the PTO meetings.

1116(c)(1) Convene an Annual Title I Parent Meeting at a time convenient to 

parents to inform parents of the Title I requirements and their right to be involved.

An annual meeting is held which includes information for parents on:

Oakbrook Elementary holds an Annual Title l Parent Meeting in the fall.  This meeting covers the Title 1 Schoolwide Parent and Family Engagement Plan, the Title 1 program, and how parents can assist their child in being academically and socially successful. The meeting for 2022-2023 school year was held in person during the fall prior to Oakbrook’s Curriculum Night. In addition, the information was shared through a digital newsletter posted on the school website. Title I information and updates to the program are shared frequently during PTO meetings.

How are parents encouraged to attend?

Parents are notified of this meeting through building newsletters, school messenger, robo calls, Principal’s Update, and Oakbrook’s website. It was also shared on social media and the building marquee.

1116(c)(2) Offer flexible number of meetings at times convenient to parents and provide transportation, 

childcare, or home visits as it relates to parental

involvement.

Meetings are offered at times convenient for parents and if needed, transportation, childcare, and home visits can be arranged:

Oakbrook Elementary holds flexible meetings throughout the school year.  Feedback from parent survey given in the fall at the Annual Meeting determines if meetings will be held during daytime and/or evening hours. This offers all parents the opportunity to attend. Our Oakbrook Family Tree meetings (PTO) were held after school in person and virtually to accommodate families.  Opportunities were available during school hours by appointment when requested via phone calls or TEAMS meetings.  Handouts and materials were provided to all those that attended.  For those parents that were not able to attend, materials were sent home and/or available upon request. 

1116(c)(3) Involve parents in an organized, ongoing and timely way in the planning, reviewing, and improvement of Title I programs, including the development, review, and improvement of the Parent and Family Engagement Plan and the Schoolwide Program Plan.

Parents are involved in the development of the School Improvement Plan and Title I Program development in the following ways:

Oakbrook Elementary includes parents in the planning, review, and involvement of programs.  Along with the principal and staff, PTO members work together to help determine the needs and strengths of our building. During the Title I Fall Annual Meeting, the Home School Compact is reviewed, and parents have the opportunity to ask any questions they may have and offer feedback. Parents are also given the opportunity to give feedback anonymously using a Microsoft Form parent survey.  At this meeting, parents have the opportunity to review the Family Engagement Plan, school data and The Title I Parent Survey. Questions, concerns, and suggestions were addressed at that time. Communication, regarding Title I program, is ongoing and consistent with the PTO members.

1116(c)(4)(A) Provide 

parents of Title I children timely information about the Title I Program.

Parents are provided information regarding the school Programs in the following ways:

Parents receive timely information about Oakbrook’s programs through the fall curriculum night, parent-teacher conferences, Kindergarten Open House, and parent workshops.  Other information is distributed by the classroom teacher through email, individual notes home, student’s daily agenda, weekly classroom newsletters, Remind, Bloomz, Class Dojo, monthly digital literacy newsletter, personal or phone conferences, and PowerSchool Parent Portal (online access to student’s grades and attendance).  General information for the school is available on Oakbrook’s website https://oakbrook.uticak12.org/, robocall (automated voicemail recorder sent to all parents by the principal), and the district television station. 

Oakbrook Elementary sends notes to parents or contacts parents via phone or email, informing them when their child is participating in a tiered instruction with our Literacy Coach or receiving English Language Learner Support from our English Learner Teacher. Parents are informed as soon as their student is identified as at risk (below grade level based on classroom assessments).  This note includes:  the service the child is receiving, who is responsible for providing this service and their contact information, amount of time the child is seen per week and what parents can do at home to help their child.   

1116(c)(4)(B) Provide 

parents of Title I children a description and explanation of the curriculum used at the school, the forms of academic assessment used to measure progress, and the achievement levels students are expected to meet.

Parents are provided information about the school’s curriculum, assessments, and proficiency level expectations in the following ways:

Teachers provide a description and explanation of the curriculum implemented at Oakbrook during curriculum night/open house.  During this event, teachers provide and explain the Core Curriculum Standards/Grade Level Content Expectations for their grade level.  The teachers share assessments information used in their classroom, notifying parents through classroom newsletters and student daily agendas.  The district and school sends information to parents regarding M-STEP, WIDA, and NWEA assessments, including pertinent dates of administration. Letters are also sent containing explanations with students M-STEP, WIDA, and NWEA results.  In addition, the principal uses Blackboard to share important information regarding assessment dates and requirements.  Classroom teachers inform parents of student proficiency level performance, as well as, the grade level expectation performance during parent-teacher conferences.  Ongoing contact through emails and phone calls is provided to those students who fall below proficiency level with discussion of strategies needed for support.   

 ESSA Section

 Ways in Which School Staff Accomplish These Activities  

1116(c)(4)(C) Provide 

parents of participating Title I students opportunities for regular meetings to formulate suggestions, to participate in decision-making as it relates to their child’s education, and to respond to any suggestions as soon as possible.

Parents have opportunities to share suggestions, participate in decision making, and respond to any suggestions in the following ways:

At Oakbrook, parents can contact the principal, teachers, and support staff by telephone, e-mail, or schedule a meeting before/during/after school to discuss their child’s progress.  Conferences are scheduled in the fall, (November) for every student and again in the spring (February) for those students that need additional support. Throughout the year, additional conferences are available upon parent request.

1116(c)(5) Ensure that if the Schoolwide Program Plan is not satisfactory to parents of participating students, submit any parent comments on the Plan when the school makes the Plan available to the Local Educational Agency (LEA).

If parents are not satisfied with the School Improvement Plan or Programs, they have opportunities to make comments by:

In addition to the annual survey, parents can contact the principal with any suggestions they may have for improvement of programs.  Parents can address concerns during PTO meetings, parents may ask questions and discuss concerns with the classroom teacher, Title I literacy coach and/or the principal for further discussion and review.  Contact can occur through many venues including emails, phone calls, google calls, TEAMS meetings, parent/teacher conferences, Remind, Bloomz, Class Dojo, pre-arranged face-to-face meetings and informal discussion settings. We use the feedback to review and make revisions, as necessary.

The School-Parent Compact Must:

1116(d) Jointly, with parents, develop a School-Parent Compact that outlines how the entire school staff, parents, and students will share the responsibility for improved student academic achievement.

Yes

No

1116(d) Clearly explain district and school goals for students to meet the challenging State academic standards.

Yes

No

1116(d) & 1116(d)(1) Describe ways that teachers are responsible for supporting students’ learning and providing high quality curriculum and instruction.

Yes

No

1116(d) & 1116(d)(1) Describe specific ways parents will be responsible for supporting their children’s learning.

Yes

No

1116(d) Describe specific ways students will be responsible for their learning.

Yes

No

1116(d) & 1116(d)(2)(C) Describe school activities to build partnerships with parents, including chances for parents to volunteer, take part in, and observe classroom activities, and communicate with teachers.

Yes

No

1116(d) & 1116(f) Describe how parents and family members are involved in developing and revising the compact.

Yes

No

1116(d)(1) & 1116(d)(2) (A-C) Ensure regular two-way meaningful communication between family members and school staff throughout the school year, so that parents are kept up to date on their students’ progress and get regular tips on home learning.

Yes

No

1116(f) Communicate information using family friendly language and format.

Yes

No

ESSA Section

Ways in Which School Staff Accomplish These Activities

1116(e)(1) Shall provide assistance to parents of students served by the school in understanding the State’s academic content standards, the State and Local assessments, and how to monitor their child’s progress and work with educators to improve the achievement of their children.

How does the staff provide assistance to parents to help them understand the content standards, assessments, how to monitor their child’s progress, and how to work with educators to improve the achievement of their children?  What training is provided to families?

Utica Community Schools sends parent reports with individual M-Step, WIDA and NWEA scores.  We have conferences available in November for all students and February upon request, both in person and virtually, as well as, additional conference opportunities in February. During these conferences, the staff provides assistance to parents in understanding their child’s progress and how they can support their child’s learning at home.  Traditionally, Oakbrook provides Title I nights for parents where grade level content expectations are explained. In addition, Title I Parent nights provide training for families to monitor their child’s learning at home and ways to stay connected. Literacy Coaches and EL Teacher are available during conferences to discuss local and district assessments. During the Kindergarten Open House, new Kindergarten parents are introduced to Kindergarten academic expectations and provided with home activities.

1116(e)(2) Shall provide materials and training to help parents work with their 

children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement.

Staff will provide parents with appropriate materials and offer training in our school to enable them to support their child’s academic progress. These include:

During our Title I night, Curriculum Night, parent support nights and Kindergarten Open House our parents are given training, materials, and opportunities to ask questions. Title I students may bring home materials to keep that were purchased with Title I funds, to help support learning at home.  Oakbrook Elementary participated in a Home/School Wide Read Aloud Program. This program provided each family with a book, activities, and lessons to create a culture of literacy and learning within family units. The annual EL professional development district night for parents also gives informational materials to parents.  Weekly district UCS Update emails, building letters, classroom newsletters, Principal Update, digital literacy newsletters and building/district websites provide important materials and training for parents.  

1116(e)(3) Shall educate staff in the value and utility of parents’ contributions, in how to reach out to, and 

communicate with, and work with parents as equal partners, to coordinate and implement parental involvement 

programs, and to build 

relationships between the parents and the school.

On-going professional development for staff on effective ways to increase parental involvement occurs annually. They include:

The principal offers professional development for staff on effectively communicating with parents. Peer reviewed articles and professional videos are shared at staff meetings. In addition, collaboration in School Improvement team meetings are utilized to discuss and coordinate ways to increase parental involvement and build the relationships between the parents and the school. 

1116(e)(4) Shall coordinate and integrate parental

involvement Programs and activities with other Federal, State, and local Programs, including public preschool Programs, and conduct other activities, such as parent

resource centers, that 

encourage and support parents in more fully participating in the education of their children.

Coordination with other Programs for parental involvement includes:

Oakbrook Elementary collaborates with the Early Childhood Special Education program to transition students from a preschool setting to our building. We also involve our MISD Great Start preschool programs in our communication of all events at the school. In addition, several events, such as, March Is Reading Month and the Scholastic Book Fair are utilized to share information and ideas to use at home . Oakbrook participated in a Home/School Wide Read Aloud Program. This program provided each family with a book, activities, and lessons to create a culture of literacy and learning within families. Our district offers English Language Learner parents opportunities to learn about programs available in school, along with ways to support their child’s learning. Our special education team invites families to review and update their child’s Individualized Educational Plan and the support they receive at school. In the fall, Oakbrook held a 50^th Birthday Celebration; 50 Years of Memories, 50 Years Ahead. The focus was on engaging both parents and students in the importance of learning at Oakbrook. Activities provided to further parent understanding of the academic purpose of their child’s education. Community members, staff, alumni, families, and friends came together to showcase our building.

1116(e)(5) Shall ensure information is shared with parents in a language and format they can understand.

Information is shared with parents in a language and format they can understand. Examples include:

We provide translated documents in multiple languages for our families in both written (hard copy) and digital information as needed. Through the Macomb Intermediate School District, interpreters are available for EL families, as well as those with disabilities. In addition, through UCS, interpreters are available to translate for families. Also, our digital newsletter can be translated into multiple languages. Family liaisons through UCS are available to interpret for select languages. The LanguageLine Solutions is another tool used to assist in the understanding of the English Language information. All information is written in a reader-friendly format that is easy to understand and free of acronyms.

Gray Area - Recommended Best Practice, but Not Required

1116(e)(6) May involve parents in the development of training for teachers,  

principals, and other educators

ESSA Section

Ways in Which School Staff Accomplish These Activities

to improve the effectiveness of such training.

1116(e)(7) May provide necessary literacy training from funds received under this part if the LEA has exhausted all other reasonably-available sources of funding for such  training.

1116(e)(8) May pay  

reasonable and necessary expenses associated with local parental involvement  

activities, including  

transportation and childcare costs, to enable parents to participate in school-related meetings and training  

sessions.

1116(e)(9) May train parents to enhance the involvement of other parents.

1116(e)(10) May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such  

conferences at school, in order to maximize parental  

involvement and participation.

1116(e)(11) May adopt and implement model approaches to improving parental involvement.

1116(e)(12) May establish a districtwide parent advisory council to provide advice on all matters related to parental involvement in Programs supported under this Section.

1116(e)(13) May develop appropriate roles for community-based  

organizations and businesses in parental involvement activities.

ESSA Section

Ways in Which School Staff Accomplish These Activities

1116(e)(14) Shall provide other reasonable support for parental involvement activities as parents may request.

Parents are provided with other reasonable support such

as: How does the school collect this information?

Oakbrook makes every effort to support families to make sure their needs are met. Some ways we support families include providing essential items for school, such as, backpacks, coats, hats, gloves, clothing, eyeglasses, and basic school supplies. To address the social/emotional aspects, families have access to a digital calming room through Classlink, Monday Moments highlighted in the weekly Principal Update, and UCS Wellness Resources on the district website. Individual training and meetings are provided to support parents and students with at-home learning materials and strategies. Due to Oakbrook’s high population of at-risk families, we qualify for the Community Eligibility Provisions (CEP) through the National School Breakfast and Lunch Program. All students are eligible to receive daily school breakfast and lunch, free of charge.

1116(f) Shall provide full opportunities for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children.

Staff provide opportunities for full parent participation:

Oakbrook provides many flexible meeting times for families to participate in varied activities. Communications include phone conferences, video conferences, in person conferences, emails, and translators when requested and/or needed. Additionally, several supports through the MISD, such as, interpreters for deaf and hearing impaired can be accessed. The LanguageLine Solutions interpreters, translated documents in multiple languages, and UCS District website translations, are available to EL families. Families of students with disabilities have access to specialized programs through the MISD and UCS, including trained staff for specific disabilities. Oakbrook’s building is handicapped accessible.