HMH Family Engagement Meets Federal Funding Requirements

Let HMH guide you in purchasing models with Title I, Title III, or other funding sources.

Locate a Rep

As districts work to implement language instruction programs for English learners, they must provide parents with comprehensive information about how the product supports their children. However, it is not enough to simply disseminate the information. English learner families need systematic support in overcoming cultural and language barriers that can interfere with supporting their children.

HMH Family Engagement offers the perfect environment for educating parents about the nature of their students’ schooling, expectations for achievement, and how to support them at home. HMH Family Engagement builds systemic change, because the Learn Together Workshops are delivered in a setting that fosters partnerships between educators and families, working together to reach shared objectives.

Title I, Part A: Information Requirements for Parents of English Learners* HMH Family Engagement Resources

Because regular communication is the foundation of effective parental involvement, SEAs, LEAs, and schools must provide information to parents of students participating in Title I, Part A programs in an understandable and uniform format, including alternative formats upon request, and, “to the extent practicable,” in a language that parents can understand.

HMH Family Engagement provides the venue through which districts can communicate regularly and effectively with parents. The uniform format of the Learn Together Workshops, delivered five times during the school year, each on a different topic, ensures that information is accessible, while hands-on activities, discussions, and simulations make the information relevant and memorable. A Family Guide, written in accessible English, with strong visual support, as well as a Spanish version, accompanies each Learn Together Workshop.

LEAs receiving Title I, Part A funds must implement effective means of outreach to parents of limited English proficient students to inform those parents of how the parents can be involved in the education of their children; and be active participants in assisting their children to attain English proficiency, achieve at high levels in core academic subjects, and meet the challenging State academic achievement standards and State academic content standards expected of all students.

The first of the five Learn Together Workshops, Welcome to School, supports parents in navigating their children’s school system. They learn the roles of school officials, how to communicate with them, school policies, and the school calendar. The Support at Home workshop stresses the powerful role parents play in their children’s growth, and offers practical guidance on how to support learning at home, encourage extra-curricular activities, and locate and use community resources for learning.

The reasons for the identification of their child as limited English proficient and in need of placement in a language instruction educational program. The child’s level of English proficiency, how that level was assessed, and the status of the child’s academic achievement.

The Learn Together Workshop, Assessment Success, teaches parents about the different types of assessments their children will experience, including how to interpret results reflected in reports. Language proficiency tests are among the assessment types covered.

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 those 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 educational strengths and needs of their child.

How the program will specifically help their child learn English, and meet age-appropriate academic achievement standards for grade promotion and graduation.

In the case of a child with a disability, how the program meets the objectives of the child’s individualized education program (IEP) under the Individuals with Disabilities Education Act (IDEA) or the child’s individualized services under Section 504 of the Rehabilitation Act of 1973 (section 504).

The Learn Together Workshop, Academic Achievement, describes academic expectations of programs, including graduation requirements, the nature of school subjects, how to interpret progress reports, and how to ask teachers questions about children’s academic needs.

*These notice requirements also apply to a language instruction educational program funded under Part A of Title III. [Section 3303, ESEA.]