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To better serve the students of our schools, we would like your opinion about your child’s experience. Your time, comments, and suggestions are greatly appreciated! Russell County Schools participate in a federally funded program referred to as Title I and we operate a “Schoolwide” program. Schoolwide programs serve all children in a school. All staff, resources, and classes are part of the overall Schoolwide program. The purpose is to generate high levels of academic achievement in core subject areas for all students, especially those students most in need. This purpose is achieved through • High quality instruction • Comprehensive reform strategies and methods that are based on the use of scientifically based research • Strategies and methods to improve teacher quality and professional development • Consolidated use of funds • The Title I program is integrated closely with Response to Intervention (RTI).

The purpose of this questionnaire is to gather information on how well the school communicates with parents and an overall evaluation of the program. Your feedback will be used to improve parent communication and parent involvement activities at the school and plan our program. Suggestions on how we can better help students at school and at home are welcome. Thanks in advance for giving us your input.

Please take time to complete this survey and return to your child’s teacher as soon as possible, but no later than May 16, 2013 (last day of school). If you have any questions regarding Title I, please contact Michael Ford, Assistant Superintendent at 270.343.3191 or email: michael.ford@russell.kyschools.us or contact your child’s principal.

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* My child attends ______________________________ school.

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* My child was in grade ________ during the 2013-2014 school year.

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* My child receives Title I (RTI/Enrichment) supplemental instruction in:

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* The Title I (RTI/Enrichment) helped improve your child's skills in

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* What does your child like about the Title I (RTI/Enrichment) program? (Check all that apply)

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* What does your child dislike about the Title I (RTI) program? (Check all that apply)

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* In your opinion, what is the best feature of the Title I (RTI) program?

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* How did the Title I (RTI) teacher keep you informed of your child’s progress in the Title I (RTI) program? (Check all that apply.)

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* Which of these strategies would you use to help your child practice reading, mathematics, or both at home? (Check all that apply.)

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* When would you most likely be able to attend a parent-teacher meeting at school? (The times below are approximate and would coincide with the school schedule.)

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* Please provide any additional comments, suggestions, etc. below.

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* I have been invited to attend training to help my child succeed in school.

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* I am aware when the school council holds its meetings.

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* I received a copy of the school-parent compact.

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* I was invited to attend the meeting to work on/revise the school-parent compact.

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* I am aware of Kentucky’s standards and goals for the school and how the staff is working to achieve these goals.

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* I have the opportunity to give input regarding school policies.

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* I was notified of the meeting to evaluate the school’s Parent Involvement Policy.

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* My child felt comfortable about attending this school.

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* Meetings were held at a convenient time of the day.

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* Materials sent home were easy to follow and easy to understand.

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* I was kept well informed of the activities at the school.

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* I felt comfortable and welcome in the school.

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* I felt comfortable volunteering at the school.

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* I received clear information regarding my child’s academic progress.

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* Opportunity has been provided for parents to communicate with principals and other administrative staff.

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* Which would be the best source(s) for you to receive information about your school? Please check the items that apply.

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* What help could you use that would allow you to attend parent-teacher conferences, parent meetings, and training sessions? Please check the items that apply.

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* Please provide any additional comments/suggestions.

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