WFLC Title I Policy 

Revised June 2023

At The William Floyd Learning Center, the staff, parents/families and community work together with one common goal: student achievement. We believe that the home is every child’s first learning experience and parents are the child’s first and permanent teachers. The William Floyd Learning Center recognizes the value of parent/family engagement and the importance of including parents/families in the decision-making process.

Children do best when parents/families are enabled to play four key roles: as teachers, as advisors, as advocates and as decision-makers. At the William Floyd Learning Center, parents are encouraged to participate in all these roles in school and at home to promote each child’s personal and academic growth. Our school welcomes parents/families and together we work in partnership to make sure our students grow academically, socially and emotionally. The Learning Center PTO is always seeking out parent/family volunteers to become more involved in our school community.

Parents, families and teachers work together to prepare students for the New York State Assessments. During open house and parent/teacher conferences, parents are given resources and strategies for reinforcement of classroom concepts. Parents are kept apprised of student progress. State testing dates are provided on the district calendar and notices are sent home through the school. Parents/families are also educated on New York State academic standards and its impact on students’ academic achievement.

William Floyd School District works in conjunction with UPK and other pre-K programs in the area to prepare incoming kindergarten students for a smooth transition into the William Floyd Learning Center. Parents/families and incoming kindergarteners are invited to an evening orientation in May. Information is provided to parents/families to prepare their child for the expectations of kindergarten.

Listed below are several ways that we will continue to foster the home school connection and maximize student achievement:

• Attempts will be made to offer parents/families a flexible and accommodating schedule to meet with school personnel, to be informed of Title I services that are available for their child, to explain the requirements, and to explain the right of the parent to be involved. These meetings will be offered at convenient times, to which all parents/families of participating children shall be invited and encouraged to attend.
• Parents/families will be involved in an organized, ongoing, and timely way, in the planning, reviewing, and improving of programs. They will also be involved in reviewing and the improvement of the school parent/family engagement policy and programs.
• The school will provide parents/families with timely information about programs, a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, proficiency levels students are expected to meet, and if requested by parents/families, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children.
• Parents/families will be informed that Title I funds may provide, transportation, child care, or home visits, as such services related to parent/family engagement.
• A parent/family invitation will be forwarded to respective Title I parents inviting them to participate in a variety of Title I programs. These programs will be chaired by building level instructional staff and focus on enhancing student achievement.
• Open communication between home and school is essential in meeting students’ needs. Pertinent information is shared in a variety of ways: District website, parent portal, Class Dojo, parent handbook, action plan, Community Council meetings, parent/family workshops, and parent-teacher conferences.
• Alignment and communication with our Universal Pre-K program will insure a smooth transition for incoming kindergarten students.
• Parents/families will be offered the opportunity to voice complaints directly to the building Principal followed by a meeting with a designee of the Superintendent of Schools or the Title I Coordinator.

At the William Floyd Learning Center, greater family involvement in children’s learning is a critical link to achieving a high-quality education and a safe, disciplined learning environment for every student.