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Parent Notification Requirements

10 months ago

September 29, 2017

Parents Right to Know

Section 1112 of the Every Student Succeeds Act (ESSA) requires that Lead Education Agencies (LEAs) receiving Title I, Part A funds must notify the parents of each student attending any school receiving these funds of the following

Teacher Qualifications

At the beginning of each school year, a local educational agency (LEA) that receives funds under Title I, Part A, must notify the parents of each student attending any school receiving these funds, that the parents may request, and if the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers, including at a minimum:

  • Whether the student’s teacher
    • Has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
    • Is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived; and
    • Is teaching in the field of discipline of the certification of the teacher.
      • Whether the child is provided services by paraprofessionals and, if so, their qualifications.

Additional Information
A school that receives Title I, Part A funds must provide to each individual parent of a child who is a student in such school, with respect to each student

  • Information on the level of achievement and academic growth of the student, if applicable and available on each of the state academic assessments required; and
  • Timely notice that the student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

Testing Transparency

Opting out of Assessments

At the beginning of each school year, a LEA that receives Title I, Part A funds must notify the parents of each student attending any school receiving these funds that the parents may request, and the LEA will provide the parents on request (and in a timely manner), information regarding any State or LEA policy regarding student participation in any required assessments, which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable.

Additional Information
Each LEA must make widely available through public means (including by posting in a clear and easily accessible manner on the LEA’s website and, where practicable on the website of each school served by the LEA) for each grade served, information on each assessment required by the state, including

  • The subject matter assessed;
  • The purpose for which the assessment is designed and used;
  • The source of the requirement for the assessment; and
  • Where such information is available
    • The amount of time students will spend taking the assessment, and the schedule for the assessment; and
    • The time and format for disseminating results.

 

Language Instruction

Each LEA using funds under Title I, Part A or under Title III to provide a language instructional program must, not later than 30 days after the beginning of the school year, or within two weeks of identification as an English learner, inform parents of an English learner (EL) identified for participation or participating in such a program, of

  • The reasons for the identification of their child as an EL and in need of placement in a language instruction education program;
  • The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement;
  • The methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction;
  • How the program in which their child is, or will be, participating will meet the education strengths and needs of their child;
  • How such program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation;
  • The specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for ELs, and the expected rate of graduation from high school if funds are used for children in high schools;
  • In the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and
  • Information pertaining to parental rights that includes written guidance
    • Detailing the right that parents have to have their child immediately removed from such a program upon their request;
    • Detailing the options that parents have to decline to enroll their child in such a program or to choose another program or method of instruction, if available; and
    • Assisting parents in selecting among various programs and methods of instruction, if more than 1 program or method is offered by the eligible entity.

Resources

Parents Right to Know

10 months ago

September 29, 2017

Parents Right to Know

Section 1112 of the Every Student Succeeds Act (ESSA) requires that Lead Education Agencies (LEAs) receiving Title I, Part A funds must notify the parents of each student attending any school receiving these funds of the following

Teacher Qualifications

At the beginning of each school year, a local educational agency (LEA) that receives funds under Title I, Part A, must notify the parents of each student attending any school receiving these funds, that the parents may request, and if the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers, including at a minimum:

  • Whether the student’s teacher
    • Has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
    • Is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived; and
    • Is teaching in the field of discipline of the certification of the teacher.
      • Whether the child is provided services by paraprofessionals and, if so, their qualifications.

Additional Information
A school that receives Title I, Part A funds must provide to each individual parent of a child who is a student in such school, with respect to each student

  • Information on the level of achievement and academic growth of the student, if applicable and available on each of the state academic assessments required; and
  • Timely notice that the student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

Testing Transparency

Opting out of Assessments

At the beginning of each school year, a LEA that receives Title I, Part A funds must notify the parents of each student attending any school receiving these funds that the parents may request, and the LEA will provide the parents on request (and in a timely manner), information regarding any State or LEA policy regarding student participation in any required assessments, which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable.

Additional Information
Each LEA must make widely available through public means (including by posting in a clear and easily accessible manner on the LEA’s website and, where practicable on the website of each school served by the LEA) for each grade served, information on each assessment required by the state, including

  • The subject matter assessed;
  • The purpose for which the assessment is designed and used;
  • The source of the requirement for the assessment; and
  • Where such information is available
    • The amount of time students will spend taking the assessment, and the schedule for the assessment; and
    • The time and format for disseminating results.

 

Language Instruction

Each LEA using funds under Title I, Part A or under Title III to provide a language instructional program must, not later than 30 days after the beginning of the school year, or within two weeks of identification as an English learner, inform parents of an English learner (EL) identified for participation or participating in such a program, of

  • The reasons for the identification of their child as an EL and in need of placement in a language instruction education program;
  • The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement;
  • The methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction;
  • How the program in which their child is, or will be, participating will meet the education strengths and needs of their child;
  • How such program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation;
  • The specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for ELs, and the expected rate of graduation from high school if funds are used for children in high schools;
  • In the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and
  • Information pertaining to parental rights that includes written guidance
    • Detailing the right that parents have to have their child immediately removed from such a program upon their request;
    • Detailing the options that parents have to decline to enroll their child in such a program or to choose another program or method of instruction, if available; and
    • Assisting parents in selecting among various programs and methods of instruction, if more than 1 program or method is offered by the eligible entity.

Resources

Committed to Excellence

10 months ago

August 24, 2016


excellence image

The Alamosa School District is ready to kick off the 2016-2017 school year and we are focused on our commitment to excellence. We are always looking to maximize our efforts and ensure that our vision of supporting students to reach their greatest potentials is achieved. This year our Academic District Action Plan will focus on four improvement strategies. The first is continued work on our standards based curriculum. This year the district focus will be on identifying critical content. Instructional staff and administration will continue curriculum and assessment work, analyzing curriculum to identify critical concepts in each content area. The second instructional strategy will focus on effective research based instruction. We will continue our expectation of posting daily objectives and ensuring that formative assessments are in place to assess instruction and learning. We will provide time for intentional planning to ensure that quality instruction is delivered in the classroom on a daily basis. Evidence of the gradual release of responsibility model should be evident in lesson plans and instruction. Our third improvement strategy will focus on post-secondary options. Our goal is for students to develop the necessary skills so that they are capable of pursuing post-secondary options when they graduate and so that they are able to become productive members of society. We will be providing ongoing learning opportunities for our students to support these efforts. Our fourth improvement strategy will be related to family partnerships. We will continue to work to develop a structure that engages parents, family and the community. This partnership is integral in supporting our students and the educational process of the district.

The detailed District Focused Action Plan can be referenced under the Academics, Assistant Superintendent tab of the district web page.

District Focused Academic Action Plan

10 months ago

August 24, 2016


UIP image

The Alamosa School District focuses on continuous improvement through the Unified Improvement Process. The primary purpose of improvement planning is to align efforts to ensure all students exit our K-12 education system ready to be successful in either post secondary education or in the work force. This focused academic action plan condenses the UIP into a more strategic plan that will help the leadership team prioritize efforts and stay focused on improvement goals.

A Culture of Collaboration

10 months ago

January 19, 2016

picture of students

Coaching sessions give administrators and peers the opportunity to get into classrooms on a regular basis and see the great instruction and learning that is taking place across the district.  We have a plethora of talent and knowledge in the Alamosa School District, and it is important for us to support and learn from each other and share our knowledge with one another.  To further the effort of developing a culture of collaboration district wide we structured two PLCs in December for some in house professional development.  We took a conference style approach and structured these two PLCs so that teachers could have the opportunity to learn from each other  and share ideas with their colleagues.  Our focus for the PLCs was on the different elements from the C4S coaching protocol, including objectives, relevance, engagement, instructional scaffolding, academic discourse, and formative assessment.

We had teams of teachers from each of the four buildings AES K-2, 3-5, OMS, and AHS. Each team focused on one of the elements on the coaching protocol. These teams presented to staff, providing examples of the different elements on the protocol and/or modeling what that might look like in a classroom setting. The breakout sessions utilized different approaches during their sessions, including, but not limited to, the use of video clips, modeling actual classroom instruction, interactive lessons, discussions, and demonstrations.
The first session took place at AES 3-5 on December 9th. The audience for this session was K-5 staff only. The breakout teams presenting were K-12 staff from the different buildings. The second session took place at OMS on December 16th. Due to the success and positive feedback we received from the first session, we had all district staff attend this session. The feedback was overwhelmingly positive and we were all impressed with the overall collegiality of our teachers and the positive level of professionalism. ASD staff is committed to our mission of education excellence through professional learning communities.