3rd-graders who do not meet the basic reading standard on the state norm-referenced test will receive additional instruction until they meet the basic level on the test.

If more than one reading instruction program is approved by the school district, parents of K-3 students must be allowed to select the reading instruction program that the parent believes "is most beneficial to the child."

The parents of a K-3 student found to be reading below grade level must cooperate with the child's teacher and the school administration in the creation of an individual literacy plan. Among the mandatory components of the plan is a promise from the child's parents to put into place "a home reading program to support and coordinate with the school..."

District plans must include a plan to involve parents in helping eliminate their child's reading problems, including a requirement that the district "provide information to parents on strategies that can be used at home to improve the child's language development, prereading or reading skills, and referrals to family literacy programs, as appropriate, that incorporate adult basic education and provide for the promotion of literacy through access to public library services...".

Parents with low literacy levels are encouraged to seek instruction; parents are also invited to teach literacy skills to their children.

One of the aims of FLaRE is to promote family literacy.

The department report recommends ways that the department might promote family involvement and family/adult literacy.

Schools must offer the opportunity for a meeting "with the student and his/her parents or guardians to discuss the student's academic performance and the role of the early intervention program" (20-2-153). The parent of any student scoring below grade level on the 3rd-, 5th- or 8th-grade state reading assessment must be given written notification of his/her child's below-grade-level test performance. If the child's performance does not reach grade level in a retest, the parent must be notified that the child will be retained unless they opt to appeal the retention decision. Parents must also be apprised in this letter of the appeal process.

According to the first-year program evaluation, parents should serve as "an integral part" of Reading Challenge. They are to receive a monthly report on student progress, either in a meeting in person or in writing. Evaluation team members observed some parents working as volunteers in the program. In addition, parents may serve on the advisory board that must be established in each Reading Challenge program.

Parents, as well as community members, are encouraged to become volunteer reading tutors who tutor students on a weekly basis. In addition, parents are included on each Reading First school advisory committee, which oversees the program at the individual school sites.

"The objectives of the literacy and lifelong learning program shall be to provide programmatic activities that promote intergenerational learning and well-being by improving parents' skills and attitudes towards education; … enhancing parenting skills; and uniting adults and children in positive educational experiences" (312-8).

Schools receiving grants must explain how they will support families in teaching their children to read.

State-board policy related to this legislation (IRI Accountability Policy 03) mandates that during the phase-in period of the reading assessments, school districts must inform parents of students who score "below grade level proficiency" during fall or winter testing. The policy stipulates what information must be included in that notification.

The Illinois Early Learning Project (IELP) Web site provides early learning (including early literacy) information for parents; the project likewise is planning workshops for parents across the state.

The Illinois State Board of Education will implement an extensive system of support to assist districts for the Reading Excellence Act Illinois grant through Family/Community Partnership Network, which will provide professional development and support to local education agencies in family literacy programming.

Parents must agree to a School Community Compact, which specifies their role in terms of their child's reading, studying and behavior. The program provides numerous opportunities for parent involvement in building their child's reading skills and better communicating with their child's teacher. Parents may become certified Parent Educators to help implement the program, or may serve on the support team established at each Solid Foundation school and which is charged with implementing the program at the school site. Each Solid Foundation school is assigned to one of the nine regional Parent Connections in the state.
For further information about these components, please visit the Solid Foundation site (see link in "Program Notes" section).

Schools participating in Summer Bridges may opt to take part in the Home Visits and Book Links programs.
http://www.families-schools.org/solidfoundations/summerbridges/

Parents of a child participating in the program must agree to commit to spending a minimum of 20 minutes each night during the school week reading to or with their child.

Parents must be informed of their K-3 child's reading level at least twice a year, and must be apprised of any reading intervention deemed necessary. Schools must "provide the parents with strategies to enable the parents to improve their child's skills." The department must also suggest to districts resources which parents may use to reinforce classroom reading instruction.

Funds may be used to pay for parent education and resources in reading.

Parents are apprised of the school's participation in the Literacy Collaborative program and are encouraged to provide active support for the program at home.

The initiative encourages parents to read with their children on a daily basis.

Local Reading Improvement subgrantees will be required to hire staff to develop a Family Literacy Program in conjunction with local adult education programs.

Parents must give written consent to child participation in an intervention program before the child may take part in the program.

The task force's final report proposes an Action Plan for Communicating about Reading to keep parents and community members informed about reading. The report also proposes that the state reading plan include school-home links to strengthen skills introduced in the classroom and that family literacy services that include specified components be provided in the state.
The task force's design principle regarding home, family and community communications (for both elementary and secondary grades) reads as follows: "Teachers, school administrators and public school policymakers collaborate to strengthen the ways in which families, communities, businesses and other governmental agencies can support lifelong literacy. Effective reading instruction involves the cooperative efforts of family, community organizations, agencies dedicated to children's/young adults' issues, business partners and existing family support services."

The Even Start program aims at raising the level of parents', as well as children's, literacy. Another aspect of the initiative is the Family Reading Plan, for pre-K-grade 2 children and their parents. Each child takes home a "packet containing sample reading skills checklist and take-home activities." Parents and teachers meet intermittently to evaluate the child's reading improvement and create a plan for the child's ongoing reading achievement. The initiative likewise encourages parents to adopt a Family Reading Plan, which through various components proposes a home environment conducive to reading success.

In the currently unfunded Individual Tutoring in Reading program, applicants were encouraged to involve parents in tutor selection and reading improvement.
Applying districts were asked in the RFP to describe "how parents or guardians will be involved in the selection of their children's tutors (if they so choose), how parents will be helped to support their children's academic progress, and how the district plans to gauge parent satisfaction with the quality of the instruction delivered."

Highest consideration will be given to those continuing grants that offer activities to promote parent involvement in their child's reading progress. Funds may be used to "increase parental involvement, including associated costs[.]" (RFP) Funds may be used to cover expenses related to home visits.

Each council must have two parent members. Home visits may be part of a CPC grant. CPC grants may also provide interpreters for parent-teacher conferences "or other specific events for individual families" (guide).

Parents of 1st and 2nd graders must be apprised of their child's results on the Developmental Reading Assessment (DRA). Schools must also offer a home book program or other method of engaging parents in their child's reading and writing growth.

Children who receive books through the program are encouraged to read the books with their parents and siblings.

Technical assistance must provide a plan for connecting and coordinating services for family literacy, parenting skills and parental involvement in their children's education.

The Michigan Summer School Program requires the meaningful involvement of parents in their child's program.

Teachers administering the Michigan Literacy Progress Profile, an ongoing assessment instrument for children in preschool through 3rd grade, are to use profile results to inform parents of strategies they may use to improve their child's literacy skills. This contact may be at parent-teacher conferences or home visits, or through phone communications.

The R.E.A.D.Y. (Read, Educate and Develop Youth) component of the Reading Plan for Michigan consists of a kit with age-specific early literacy activities for parents to do with their children ages birth to 4 .
Kits have activities for children 0-1, 1-2 1/2, and 2 1/2 to 4, and include "A quality children's book; four parent/child activity cards; an activity magnet; [and] a pocket-sized list of enjoyable age-appropriate books (executive overview)" among other materials. In 1999, the R.E.A.D.Y. program won the Council of State Government's Innovations Award, and has been studied by more than a dozen states considering implementing a comparable model. The R.E.A.D.Y. component was unfunded by legislative appropriation in 2001-02 and 2002-03

District intervention methods shall encourage parental involvement.

Each school district must make a systematic effort to inform parents of the methods and materials used to teach reading in grades K-4, in terms understandable to a layperson. The district must also inform parents of students for whom a reading improvement plan is required.
167.345

Schools must provide family literacy services (parent and child interactive activities, early childhood education, adult literacy, and parenting education) and parent training to help their children with reading.

Montana will use Reading Excellence Act money to expand activities at family literacy sites and to offer an annual statewide, two-day family literacy training institute and an annual statewide family literacy conference.

Two work shops are available to parents. The first is an indtroduction to early literacy designed to provide a basic understanding of learning condtions to provide both at school and at home. A second, indepth workshop is also available. It is designed to provide an understanding of how the child's brain develops, conditions that lead to engaged learning, characteristics of home and school environments that produce effective readers, strategies for using literature effectively with children at home or at school and community partnerships which support family literacy.

Local reading improvement subgrants will be used to involve parents in literacy education and activities.

Funds will be used to support work with families to ensure children have good support for learning.

Local education agencies receiving subgrants must describe a method to inform parents, in an understandable language and format, about the availability of tutoring and academic intervention services.

To enhance the language and literacy environments in which young children grow up to become literate individuals, Reading for Results supports partnerships of grant-funded schools, families and community organizations, including libraries and family literacy and early childhood programs.

Local educational agencies receiving subgrants must provide family literacy services based on programs such as the Even Start family literacy model to enable parents to be their child's first and most important teacher.

Parents of students found not to be reading at grade level are to be involved in the development of a reading plan.

Programs must provide parent education that (1) enhances the relationships between parents and children and connects the value of interactions to literacy experiences; (2) provides literacy development of parents and children; (3) promotes interaction of parents with schools and the wider community; (4) develops understanding of child development; and (5) provides support services that address health, nutrition, transportation, child care and other related issues.
S.C. Code Regs. § 43-265

The state board of education must develop policies regarding notification to parents of each child's reading level and any need for intervention. The policies should also address encouragement of parents to play an integral role in supporting their children in learning to read and write.

The Texas Reading Initiative (TRI) stresses parental involvement and distributes a parent's guide on reading, which includes activities parents can use at home to help their children learn to read. TRI established a hotline for parents to call for more reading information.

Parents participate in a series of workshops, which provide them with skills and resources to work with their children on early literacy development.

If a student requires remediation, the program must include an opportunity for parents to receive materials and guidance so that they will be able to assist in the remediation process and support their students' progress toward literacy.
Utah Code Ann. § 53A-1-606

"Read to Me" is a public awareness campaign, provided for by legislation. The program's goal is to help parents become aware of the importance of reading aloud to their children. Additionally, based on the kindergarten emerging and early reading skills assessment, parents are given appropriate resource materials to assist them at home in the student's literacy development.
Utah Code Ann. § 53A-1-801 and § 53A-3-402.9

Local education agencies applying for a grant under this program are required to detail how they will support and train parents to be their child's first teacher.

Federal Reading for Excellence Act funds fund family literacy and parent/community involvement activities.