1. Each year, Shiprock Alternative Schools holds an annual meeting to present to parents issues facing the school district as a whole. This year, a major component of the meeting was the Consolidated School reform plan. In order for parents to be made aware of the annual meeting, it was placed on the school calendar, distributed school-wide, as well as published in local newspapers. Additionally, the annual meeting and presentation of CSRP requirements were presented at the PAC meeting prior to the annual meeting.

2. Parents who were interested in assisting in the development and writing of the CSRP were invited to meetings of the SASI administrative team, as were teachers, paraprofessionals, and members of the student council. In these meetings, test scores were examined, programs explained, and the outline provided by the BIA was discussed, as were areas to be identified in the CSRP. Clarification on requirements was provided as-needed.

   Essentially, SASI administration, teachers, etc. sat down in meetings with interested parents and went through the outlines for the CSRP item by item. Discussion was held over each item in the outline, notes were kept, stakeholders’ opinions considered. The process required explanation from several different persons employed by SASI in order to assure for parent understanding. For instance, trend data as reported on the BIA report card was explained by the Director of Information Technology (whom is responsible for SASI statistical reporting). CLIP reading was explained by the elementary reading specialist. The drug and alcohol programs and research was explained by the chairperson of that committee. Parental involvement policies were explained by the PAC President. Parental questions and concerns were addressed, and parents were given a voice into the information to be included in the CSRP.

   Additionally, parents were invited to attend a conference in Window Rock, Arizona at the end of May. Two parents committed to attending, yet were unable to make this particular meeting. However, information was brought back and presented to the Parental Advisory Committee.

   Rough drafts of the CSRP were presented to parents via PAC meetings. Revisions were discussed. The PAC President was also given copies of the rubrics once the first draft of the CSRP was presented to the Line Office in June.

3. SASI developed a written parent involvement policy by working in cooperation with the Parent Advisory Committee. In essence, previous parent involvement policies were critiqued, revised, and reviewed by the PAC. The parents, themselves drafted revisions and submitted them for vote and approval at the last scheduled PAC meeting in May. The consensus of members of the PAC was that increased parental involvement in parent-teacher conferences, classrooms, and open house was a requirement for enrollment. Additional portions of the involvement policy include a self-evaluation tool for parents, as well as a volunteer survey. (See Appendix for involvement policy.)

   The parental involvement policy was distributed to parents as a requirement of the enrollment packet to be signed before the child was accepted as a student at Shiprock Alternative Schools, Inc. Teachers distributing the enrollment packets specifically explained the requirements of the parental involvement agreement, as well as the points system entailed. Copies were made of the PAC contract, one for the parent and one for the students’ teachers.

   Parents will be involved in professional development by continuing to be informed of curricular decisions, analyzing of test data, etc. SASI has plans to utilize the school website to publish dates and topics of staff meetings, local meetings in Window Rock that are pertinent, as well as dates and times of workshops relating specifically to SASI curricula.

   Finally, SASI has extensive plans to involve parents directly in programs for safe and drug free schools. Each program previously outlined in section IV(l) of the Consolidated School Reform Plan contains an extensive parent/community involvement component. These components played a huge role in SASI’s decision to adopt the Life Skills, Project Northland, and Teenage Health Teaching Modules curriculum. Parents have, and will continue to, participate in Red Ribbon Week activities. All-school assemblies involving safe and drug free schools planning will be published on the school website, school calendar, and SASI newspaper publication.

4. Parents wishing to express concern with the content and action plans of the Consolidated School Reform Plan will follow procedures outlined in policies approved by the Board of Directors of Shiprock Alternative Schools, Inc. First, parents will address concerns with the Principal, progressing to Administrative Team, and finally the Board of Directors if a resolution cannot be achieved. If resolution is not achieved, the conflict will be reported as an addendum to the CSRP Appendices. However, attempts at resolution will be made at each step of the process outlined in Board Policy. A detailed explanation of process may be found in the publication of policy available in the library at Shiprock Alternative Schools, Inc.

5. Parents have been involved in writing of improvement plans as mentioned in section V(b) of the CSRP. However, numbers of parents willing to participate in research and writing of improvement plans has been limited. However, it is the hope of SASI administration and staff that new measures will increase parental involvement. Increasing efforts to notify parents of committee meetings, staff meetings, PAC meetings, and school improvement (NCA) meetings will hopefully recruit more parents for these processes. To the point of submitting the CSRP, parents did not actively participate in the actual writing of the plan, other than to read first drafts and provide meaningful feedback at PAC meetings. Revisions were submitted to PAC parents and general details about the CSRP will be published in the school newspaper.

   Parents were notified of Continuous Improvement Monitoring by the BIA and the results via the first PAC meeting in December. Parents were given copies of SASI’s action plan to become compliant with OIEP and federal regulations, and they were asked to provide feedback to the action plans and to the monitoring. Those items requiring corrective action were discussed, as well as those placing SASI in school improvement. Additionally, test scores and items showing marked improvements in these areas were provided to parents via PAC meetings and will be published in the school newspaper. Parents were also asked to assist with committee work in designing appropriate forms and procedures for meeting IDEA regulations, an area in which SASI was found lacking by the OIEP monitoring visit in November, 2001.

   To meet these goals, SASI will advertise school improvement meetings in the local newspapers, as well as on school calendars, website, and the school newspaper. Additionally, school improvement plans and test results will be provided to parents at the scheduled open houses, PAC meetings, and in school newsletter. Copies of the BIA report card and school status will be provided to parents via the same media, as well as at the first parent-teacher conference in October, 2002.

6. SASI developed a written parent involvement policy by working in cooperation with the Parent Advisory Committee. In essence, previous parent compacts were critiqued, revised, and reviewed by the PAC. The parents, themselves drafted revisions and submitted them for vote and approval at the last scheduled PAC meeting in May. The consensus of members of the PAC was that increased parental involvement in parent-teacher conferences, classrooms, and open house was a requirement for enrollment. The PAC set up a points system and a contract for parents to sign in agreement of the system.

   The parental portion of the involvement policy was distributed to parents as a requirement of the enrollment packet to be signed before the child was accepted as a student at Shiprock Alternative Schools, Inc. Teachers distributing the enrollment packets specifically explained the requirements of the parental involvement agreement, as well as the points system entailed. Copies were made of the PAC contract, one for the parent and one for the students’ teachers.

   The student involvement policy was developed in conjunction with the student council at Northwest High School. Students will also sign a compact upon enrollment at SASI, during orientation time at the beginning of school. Student accountability and responsibility for attendance, participation in school activities, and for classroom accountability was a priority in development of those plans. Students approved the plan for implementation beginning in the school year 2002-2003. The compact concentrates on student responsibility in conjunction with parents and teachers, relating directly to the four-year plan developed by the students and SASI counselors upon enrollment.

   In each portion of the compact, both student and parent, it is understood that the responsibilities of SASI are to adhere to Board Policy, deliver instruction that is aligned with New Mexico State Teaching Standards, and to provide a safe and drug free learning environment. Therefore, it is understood that improved achievement and a successful academic/social experience is a result of partnerships between parents, students, and teachers. (See Appendix L for School Compact.)

7. Shiprock Alternative Schools, Inc. makes a concerted effort to schedule parent conferences in a period that benefits parents’ work schedules. Parent conferences are scheduled during the day as well as evenings, thereby allowing parents to come in at convenient times. If unable to participate in the regularly-scheduled conferences, the classroom teacher schedules a special conference in order to meet the parents’ needs. Though parents and teachers were oriented to the school compacts prior to enrollment at SASI, teachers will reiterate obligations of all members of the compacts at the first parent-teacher conferences held annually.

   Parents will also be provided useful feedback at least eight times per year in addition to the regular reporting times. SASI Board policy has been revised to include semi-quarterly classroom reports to be generated by the School Space software employed in the new technology system. That feedback will also include computer reports generated by the Accelerated Reader and Accelerated Math programs in order to allow parents to receive knowledge on actual performance and work sampling, rather than just grades.

   Plans are also in place to have reports indicating deficient grades generated no later than three days after a student’s grades or classroom performance begin to slip. School Space software will automatically flag a student once their cumulative grades are not passing, thereby indicating that the teacher should generate a report to be sent home via mail or the school liaison in order to inform parents of their child’s progress.

   Parents will have access to teachers by way of appointment. Clearly, classroom instruction is of utmost importance. Therefore, parents wishing to consult with their child’s teacher will set up a convenient time with the secretary of the respective organization.

   SASI recognizes that teachers must also put forth effort in recruiting parents for volunteering, observation, and participation in the classroom. The student/teacher mentoring program has been designed to allow for greater communication with parents. The mentoring teacher will be responsible for documenting efforts to contact the ten parents of the students whom they mentor. Teachers will make continued efforts to request parent assistance with field trips, classroom activity, as well as in providing information about science fairs, guest speakers, drug and alcohol assemblies, etc. Each teacher will also, in their classroom rules and procedures, outline the “open door” procedures for their classroom.

8. Shiprock Alternative Schools, Inc. will meet the requirements of IDEA for informing parents of their rights and parent/student participation in making decisions. Parental involvement will increase under the new law. At SASI, parents are included in groups making eligibility and placement decisions about their child with a disability. Parents also have a right to consent to periodic re-evaluations of their child's program, in addition to the initial evaluation. When a child is referred for Special Education services, the parents will be immediately notified by the Special Education Coordinator and will have their rights to consent to diagnostic testing and placement explained both verbally, and in writing. The Coordinator will also provide copies of the IDEA legislation to parents at this time. The school will document all attempts and successes in reaching the parents in order to explain parental rights and responsibilities per the IDEA legislation.
   

   Once the child is tested, parents and students will be requested to attend IEP meetings for placement, services required, intervention measures, etc. In the case that the child was previously placed and is receiving Special Education services, the parent and student (when age appropriate) will assist in evaluating and revising previous IEPs in order to continue to meet the students’ needs.

   SASI will meet the requirements of IDEA by first notifying the parents by telephone or letter if the student has been referred for SPED placement or during the times that the IEP is due for annual review. Parents will be contacted at least two weeks prior to the meetings. Three attempts will be made to contact parents (by mail, telephone, and liaison method). The SPED secretary will document all efforts to notify the parents.

   Once the parent arrives at the IEP meeting, the will also be provided copies of the procedures followed by SASI in order to meet IDEA regulations. A copy of the OIEP “Special Educational Rights for Parents of Children with Disabilities” will be provided and explained by the Special Education staff.

9. Shiprock Alternative Schools, Inc. staff will openly display all credentials in the classroom. Additionally, on the webpages required to be maintained by staff, credentials and education will be a part of the staff biography included. Items to be displayed will include: Copies of diplomas received from institutions of higher learning, copies of teaching licensure or credentials, and other pertinent credentials such as added endorsements, etc. Finally, a summary of teacher credentials and endorsements will be provided at the initial PAC meeting.

10. Shiprock Alternative Schools, Inc. will provide assistance to parents in understanding standards by asking staff to post copies of New Mexico State Teaching Standards in each classroom. Teachers will also be asked to explain in lay terms what standards are being taught during the school year at the initial parent-teacher conferences. The school website will also provide a link to the New Mexico Department of Education website where standards are clearly explained.
    Parents are provided the opportunity to request a meeting for individual assessment interpretation. Assessment reviews are sent home and information regarding overall school performance is given at PAC meetings. Student outcomes will be evaluated, with the parents at conferences, to identify areas of concern. Implementation of STAR Reading and Math in portfolio assessment will be used extensively as a diagnostic tool, and parents will be provided those scores at parent-teacher conferences. The portfolios and running records will be provided to the parents upon attendance of conference. Parents will also be provided semi-quarterly reports generated by School Space in order to monitor their child’s progress.
    Once areas of concern are identified, teachers will collaborate with parents in an attempt to ascertain what methods and interventions might better aid the student’s success. For instance, if a student is struggling with reading, the teacher may work in cooperation with the parent to set up an incentive system with reading logs to be completed at home.
    SASI is currently in consultation with Montezuma-Cortez School District RE-1, investigating the procedures involved in setting up an Individualized Literacy Plan (ILP) for students who have not reached proficiency in reading and writing. This plan will be explained further in section V(k) of the CSRP.
    

    Finally, a twelve-month newsletter correspondence has been scheduled for parent-school communication. The correspondence is intended to assist parents in understanding how they can become a more integral component of their child’s education. The schedule is as follows:

    • In September: As a Parent, I Promise…
    • In October: Testing
    • In November: How to Make Parent-Teacher Conferences Work for Your Child
    • In December: Your Child's Learning: A Daily Checklist
    • In January: What We Can Do to Help Our Children Learn
    • In February: Parent Involvement = Student Success
    • In March: Education World's Tips for Involved Parents
    • In April: 10 Tips for a Successful Parent-Teacher Conference
    • In May: 8 Ways Parents Can Promote Reading at Home

    Each correspondence is a detailed, easy-to-understand document that promotes parent involvement and partnership with educators to improve their child’s achievement.

11. Shiprock Alternative Schools, Inc. will provide materials and training to assist parents in working with their children. As previously mentioned, SASI is in consultation with Montezuma-Cortez School District RE-1, investigating the possibility of implementing an Individualized Literacy Plan for students at SASI. This is a home-based plan that requires parental support in planning and implementation in order to assist parents and students in becoming increasingly involved in developing literacy skills in conjunction with the school. This program provides feedback to parents with regard to testing, as well as requiring accountability and planning at the home level. The plan is implemented similarly to an IEP in that parents will meet with teachers in order to develop a literacy plan tailored to what the parents believe they can provide at home. SASI will provide materials needed (such as books) directly to the parents and will remain in contact with them with respect to carrying forth the ILP. The FACE program also provides training and materials for parents with regard to family literacy methods and implementation.
    

    In order to provide training and materials for parents with respect to technology, Shiprock Alternative Schools, Inc. will schedule two Technology Showcase events for the parents and community each school year to demonstrate the effective uses of technology in the curricula and instruction. In addition, parent workshops will be held for interested parents on such topics such as: Buying Your First Computer, Internet Safety, Basic Computer Operations, etc. Workshops will allow those parents who may not be computer literate to learn basic computer skills.

    Finally, since a large component of the Ninth Grade Academy deals with computer applications, parents will be extended an invitation to visit and participate in the classroom during those periods of time. Lesson planning involves basic word processing, operation of Windows systems, spreadsheets, budgeting programs, Power Point presentations, etc. Invitations will be extended personally by the Ninth Grade Academy teacher, as well as be published in local newspapers and SASI publications.

12. Teachers, pupil services, administration, and other staff will be educated, with parent assistance, on the value of contributions of parents and how to work with parents as partners in the educational system. Comprehensive plans are being developed to include parents on an increased level beginning in the school year 2002-2003.
    Firstly, PAC members will be provided a copy and presentation on the Parent/Teacher Organization (PTA) National Standards for Parent/Community Involvement Programs. These standards set forth parental responsibilities in creating the pathways for increased communication between home and school. PAC members will also be invited to participate in Project Appleseed in partnership with school staff.
    

    Secondly, all school staff will be trained with materials taken from the Project Appleseed curricula, which is recognized by the United States Department of Education as an “exemplary” program for parental involvement. Project Appleseed is non-profit, providing free materials for teachers, parents, administration, and support staff. Staff inservice time will be set aside for familiarization and planning of Project Appleseed activities, and information will be presented to PAC meetings. Activities will be advertised appropriately. Activities will be funded appropriately by Title I per the No Child Left Behind funding in cooperation with the Local Education Agency.

    SASI will also provide web links on the school website as resources into organizations promoting parent involvement such as: Project Appleseed, Education World, PTA Organization, Search and Discover, and Child and Family Studies. Each website holds questionnaires, surveys, and timelines for implementation of class activities in the classroom.

    Finally, SASI will subscribe to publications geared solely toward parent involvement such as: Early Childhood Digest, The National PTA publications, and National Network of Partnership Schools. Copies of the publications will be kept in teacher work areas, and articles specific to school demographics will be copied and distributed in teacher mailboxes.

13. SASI will coordinate and integrate parental involvement activities with FACE and Head Start’s parental involvement activities. The FACE program utilizes recruitment and referral of parents and pre-school students to support the program. Parents receive individual support for their educational growth and instruction on parenting skills for their children, as well as developing literacy skills for parent and child.

SASI will also partner with Head Start on parent involvement by providing a monthly schedule of parental activities to the Head Start program, and requesting reciprocal schedules from Head Start. Parents will be invited to attend the end-of-the-year orientation for Head Start students to ease the transition into Kindergarten.

14. SASI will ensure that information related to school and parent programs and activities is sent in a format and language that is easy to understand. Measures taken to allow for understanding include: writing communications in formats that are free of educational jargon, straightforward and factual communications, etc. In the case that a linguistic barrier is evident, the home-school liaison will provide interpretation as needed.

15. Shiprock Alternative Schools, Inc. will encourage parents to particpate in all areas of the academic setting. The home liaison, along with public announcements, newsletters, and maintenance of the school’s website will be used to inform parents and community. All academic staff will be required to maintain a webpage in order to inform parents and community about activities in the classroom.

    Shiprock Alternative Schools, Inc. will schedule two Technology Showcase events for the parents and community each school year to demonstrate the effective uses of technology in the curricula and instruction. In addition, parent workshops will be held for interested parents on such topics as “Buying your first computer”, “Internet safety”, ”Basic computer operations”, etc. to allow those parents who may not be computer literate to learn basic computer skills.

    Each teacher will also maintain a website so that parents can check on the assignments and curricula of their child’s class or courses. Each teacher website will also contain a link to the teacher’s e-mail address to promote communication via this medium.

    Shiprock Alternative Schools, Inc. operates a Family and Child Education Program (FACE) that, in part, addresses the needs of adult literacy. Fully integrated into the school, this program is provided with the same technology resources as the regular academic programs. Special software will be identified to assist these adult learners in the acquisition of literacy skills as appropriate.

16. Shiprock Alternative Schools, Inc. will provide a forum via conference, request, or PAC meeting to address concerns and suggestions.

17. SASI will conduct, in conjunction with all stakeholders, an annual evaluation of content and effectiveness of parental involvement policy. In order to complete this task, SASI will implement the evaluative rubrics provided by Project Appleseed. Those rubrics include several criteria and evaluation tools such as: Survey of students and parents, interviews to be conducted at the last parent-teacher conferences of the year, minutes of PAC meetings, etc. Appropriate modifications will be made after the data is compiled, studied, and presented to parents.

18. Parents were involved in determining how parental involvement funds were allocated. Committees comprised of teachers, administrators, paraprofessionals, etc. met and researched the viability of activities. Ideas for school-wide activities were presented to PAC, receiving endorsements before being implemented. Once the activities were approved, committees reconvened in order to plan timelines, staffing, monetary obligations, volunteer schedules, and other necessary items for successful implementation. Such activities included: Presentations by the New Mexico Media Literacy Project, Safety Day, Family Fun Night, Field Day, Turn Off TV Week, Keep Our School Beautiful, and Red Ribbon Week.
    

    Plans for parental involvement allocations have been expanded to include training for parents in technology, home literacy activities, and to attend pertinent training alongside teachers. Parents will also be invited to attend conferences and workshops held by the Office of Indian Education Programs so they may learn, first-hand, about the issues surrounding school reform and implementation of programs.