Kinder

Middle

School

Providing

Every Student

Academic Success

WHATEVER IT TAKES!

Being RESPECTFUL

Being HONEST

Being RESPONSIBLE

Being COMMITTED TO LEARNING!

2021-2022

Student Handbook

Marcia Miller, Principal

414 North 12^th Street è Kinder, LA 70648 è 337-738-3223 è Fax: 337-738-3425

TABLE OF CONTENTS

          WELCOME                                                                               Page 2

          CAMPUS

                    ARRIVAL                                                                           Page 3

                   ABSENCES                                                                            Page 4

                   DISMISSAL                                                                        Page 5

                   DRESS CODE                                                                      Page 5

                   HOMEROOM                                                                       Page 6

                   CAFETERIA                                                                         Page 6

                   POSITIVE BEHAVIOR SUPPORT                                                 Page 7

          ACADEMICS

                ALLEN PARISH GRADING POLICY                                                   Page 11

                   PROGRAMS                                                                                        Page 12

                        RIGHTS                                                                                               Page 15

          HEALTH AND SAFETY                                                            Page 16

          Allen Parish School Board Contact Information                               Page 20

          FORMS TO RETURN     

                                                Principal Handbook Letter

                             COMPACT

                             EMERGENCY FORM

                             LUNCH APPLICATION

                             COMPULSORY ATTENDANCE LAW

WELCOME

          On behalf of the faculty and staff, we wish to welcome our students and their parents/guardians to a new school year. Education is a cooperative effort between the school, home, and the community. You can benefit from everything Kinder Middle School has to offer by being actively involved in your classes and programs offered.  We are here to make this year in school as successful, yet educationally challenging as possible.  We welcome the opportunity to help you as you proceed through your middle school career.

                It is the purpose of this document to provide your child and you with the necessary information to make your school year at Kinder Middle School a successful one.  If the information in this document is read, understood, and followed, it will serve as the framework on which your child can build educational success at KMS.

EXPECTATIONS, PROCEDURES, AND RESPONSIBILITIES

ARRIVAL

COMPULSORY ATTENDANCE LAW

            Refer to the School Attendance Regulations and Procedure letter attached at the end of the handbook. In this letter you will find NOTICE OF ATTENDANCE POLICY CHANGES FOR 2021-2022 school year. Parent/Legal Guardian must Sign and return promptly.

ABSENCES

Students must bring written excuses from a doctor to the office in order for the absence to be excused.

            *Students have 5 days to bring all excuses to the office.  

Students shall be considered excused from school for

1. extended personal physical or emotional illness in which a student is absent for three or more

consecutive school days as verified by a physician or nurse practitioner licensed by the state;

2. extended hospital stay in which a student is absent for three or more consecutive school days as verified by a physician or dentist;
3. Extended recuperation from an accident in which a student is absent for three or more consecutive school days as verified by a physician, dentist, or nurse practitioner licensed by the state;
4. Extended contagious disease within a family in which a student is absent for three or more consecutive school days as verified by a physician or dentist licensed in the state;
5. Observance of special and recognized holidays of the student’s own faith.

Other extenuating circumstances may also be excused if it is pre-approved by the Allen Parish Supervisor of Child Attendance and Welfare before the absence occurs. Students shall not be excused for any absence other than the ones previously listed.  Any absences that do not have written excuses will also be unexcused.  Students shall be given the opportunity to make up work for excused absences and will be responsible for and required to make up assignments missed due to an absence in a timely manner.

**NOTE: Students must attend ½ day to participate in any extra/co-curricular activities.

ALLEN PARISH JUVENILE TRUANCY PROGRAM

                The objective and goals of the Truancy Program are to stress the importance of regular school attendance, resolve student school attendance problems, and (when necessary) hold parents accountable for their child’s regular school attendance. If your child has unexcused absences, you will receive a notice from the school and/or School Board that further unexcused absences may result in a referral to the District Attorney’s Truancy Program. Upon referral to the District Attorney, the truant child and his or her parent/guardian may be subject to further actions necessary to resolve school attendance problems.

ABSENCES DUE TO SUSPENSION

Students missing school as a result of a suspension shall be counted as absent and shall be given failing grades for those days suspended.  Students will be responsible for acquiring missed lessons and skills.  A conference is required following a suspension in order to have the student admitted to class. The suspended student will attend at least one counseling session with the school counselor.

TOWN/WALKING/BIKING STUDENTS

Walking or riding town students should arrive no earlier than 7:20 AM.  

TARDY to School

School begins with the 7:55 a.m. bell. The administration and faculty of Kinder Middle School feel that each minute of the instructional day is extremely valuable.  Any student arriving late will be marked tardy.

VISITORS 

All visitors to the school must report to the office before visiting any area of the school.  Visitors will be issued a visitor’s pass.  Teachers will direct visitors without a pass to the office. 

BUSES

Buses are considered to be a moveable classroom.

The same behavior expectations that are applicable at school are also applicable to the school bus.

Loading and Riding the Bus

Students are responsible for compliance to school rules and expectations while waiting at the designated stop.

Students must be on time at the designated stop.  Caution should be observed at all stops. 

Students must obey the driver promptly and cheerfully.

Students must obey and respect orders from the teacher(s) on duty.

Students must help to keep the bus clean and sanitary. 

Anyone deliberately damaging a bus in any way will be disciplined and required to pay damages.

Students must avoid causing trouble by teasing, pulling, scuffling, or using profane, obscene, or abusive language and gestures.

Arms, head, and legs must be kept inside the bus windows at all times.

At no time should students throw objects from the bus. 

Students should remain seated at all times.  If assigned a seat by the bus driver, stay in assigned seat.

Conversation in normal tones is permissible. Loud talking will not be tolerated. 

Students must obtain permission from the driver before opening windows when it is cold or raining.

The middle aisle will be kept open at all times.

Permission to ride a different bus or be discharged at a different stop must be approved first by directly contacting the bus driver then approved by administration.

Bus drivers are permitted to make reasonable rules for the safe and proper operation of buses.

Students who ride a bus in the morning must ride home on the same bus, unless they have a note from home.

Glass containers and balloons will not be allowed on the bus at any time. 

NOTE: Any violation of the above rules may be reason for disciplinary action, suspension, or expulsion by action of the school administrator. The same consequences apply for the bus stop while students are waiting for the bus.

DISMISSAL

BUSES

First load students will be dismissed to load buses at 3:00.

Second load students will wait for their individual buses to be called.

The same behavior expectations that are applicable at school are also applicable to school bus loading area.

RIDING TOWN/WALKING/ STUDENTS

Walking town students will be dismissed immediately after the bell rings. Riding town students will wait for parents/guardians outside the front office.

EARLY PICK-UP 

The education of your students is an all day process and afternoon activities are a key part of the process.  Thus picking your child up early from school is to be highly discouraged unless absolutely necessary.  Valid reasons for early pick-up are the same as for excused absences.  All other reasons will be considered unexcused. 

EARLY DISMISSAL

There are occasions that school must dismiss early without prior knowledge on the part of the parents.  This could be due to severe weather or any of several other reasons.  Please have a plan established with your child as to what they should do in this type of situation.  Also make sure the school has working numbers where you or a family member can be contacted.

PARENT/GUARDIAN CUSTODY

If for some reason your child is not to leave school with certain family member, you must provide the school with a copy of a legal document showing that this person has been denied custody of the child.  Anytime a child is to leave school with anyone other than an immediate family member we must have a signed note from a parent/guardian granting permission for this person to pick up the child.

DRESS CODE

Guideline for acceptable grooming begins at home. Parents/guardians are responsible for setting forth school dress code compliance before leaving home. Students are expected to arrive on buses and campus in compliance with dress code regulation. Students attending Kinder Middle School shall be required to wear official school uniforms as described below:

SHIRT

KMS Spirit t-shirt /sweatshirts (May be purchased in the office)

WHITE and BLACK undergarments only

PANTS

Khaki uniform pants

Boys—uniform trousers or uniform walking shorts

Girls—uniform style trousers, walking shorts, skirts, skorts, capri pants, or jumpers

Any shorts, skirts, skorts, or capris must be no higher than 4 inches above the knee when seated.

NO JEANS SHALL BE WORN.

Administration reserves the right to allow jeans WITHOUT HOLES, WRITING, or ANY

DISTRACTIONS to be worn for announced events.

OUTERWEAR

The uniform shirt must be worn under outerwear.

Jackets worn between classes must be unzipped and unbuttoned COMPLETELY.

Headwear shall be limited to knit caps in extremely cold weather OUTSIDE.

NO baseball caps are allowed. NO PULLOVERS or Hoodies all jackets must unzip.

SHOES and ACCESSORIES

Socks must be worn.

Appropriate shoes—tennis, loafers, and closed-toe

SHOE SWAPPING WILL BE CONSIDERED AS A MAJOR FOR DISOBEDIENCE.

SHOE SWAPPING IS NOT ACCEPTABLE. NO SLIDES, NO SANDALS or SLIPPERS

HAIR

Hair must be neat, not distracting, and kept groomed out of the eye.

                                                Visual eye contact is part of monitoring student learning and engagement.

Accessories INCLUDING hair colors and jewelry that are distracting may be removed at the discretion of teachers/administration. NO ORNAMENTAL DECORATIONS on shoes, belts, and/or accessories may be worn to INCLUDE obscene, racist, lewd, self-destructive and/or dangerous symbols, advocating discrimination or violence, or promote the use of tobacco, alcohol, or other drugs that may create a material and substantial disruption to the educational process.

Administration reserves the right to make any necessary changes to the DRESS CODE expectations as the need arises. Homeroom teachers will perform daily DRESS CODE Inspections to ensure compliance. Students exhibiting non-compliance will be dealt with according to our Positive Behavior Support Policy.

HOMEROOM

LOCKERS                                                                      BELL SCHEDULE

Use locker assigned by homeroom teacher.                                  7:25                       LOCKER-RR-Breakfast

Lock must be on locker at all times.                                               7:55                       HOMEROOM/1^ST PERIOD

Be responsible for personal items.                                                  8:45                       2^ND PERIOD

Report any damage of locker to homeroom teacher.                 9:35                       3^RD PERIOD

                                                                                                                10:25-10:55        Intervention

Be financially responsible for damage to locker.                          10:55                    4^TH PERIOD

Keep combination confidential.                                                       11:45                    5^TH PERIOD

Keep locker organized and clean.                                                    12:35-1:00           LUNCH/LOCKER-RR-Water

Periodic inspection of lockers will be performed.                         1:05                       6^TH PERIOD

Keep locker locked.                                                                            2:00                       7^TH PERIOD

Use locker only during specified times.                                          2:50                       HOMEROOM

3:00                       DISMISS 1^ST LOAD BUSES and WALKERS

3:05                       2^ND Load BUSES and Riding Town

TEXTBOOKS/LIBRARY BOOKS

 Textbooks and library books are provided for student use.  Students bear the responsibility of maintaining the books in undamaged condition.  Any books defaced, damaged, or lost while issued to a student must be replaced at the expense of the student or parent/guardian.

CAFETERIA

APPLICATIONS

• Free/reduced lunch applications* are given to every student at the beginning of each school year and must be

                completed, returned, and approved in order to qualify.

• LUNCH FORMS - Please note that a school lunch form must be completed for each family with all students listed on the form in attendance and returned to school as soon as possible to avoid unexpected billing of lunches after deadline September 2020. Every day the form is not returned, a bill will be collected for the student’s lunch.

• Parents are ENCOURAGED to pay for lunches on a DAILY OR WEEKLY basis. 
• All funds should be in the form of a check with the student lunch number on the check or in cash enclosed in an                                      envelope with the student name, lunch number, and amount written clearly on the outside of the envelope.
• Students who have paid for school lunch will be credited in the event of absence from school.  They will receive no                                 cash refund prior to the end of school.
• Cafeteria prices are as follows: Breakfast- Full - $1.25 and Reduced - $0.30   Lunch---Full - $1.75 and Reduced -$0 .40 
• Prices are subject to change. 
• Students on special diets may bring their own lunches or a lunch will be provided for them from the cafeteria with a                                 note from a physician.
• Students bringing lunches must abide by lunchroom federal and state regulations, which are as follows:

All lunches must be eaten in the cafeteria. Lunches may consist only of these types of foods, meat, vegetables, fruit, milk, or fruit juice. Items such as carbonated beverages, potato chips, candy and the like are forbidden. 

                                No glass containers are allowed.

PROCEDURES AND EXPECTATIONS

• Walk promptly in an orderly single file to the lunchroom.
• Wash hands before entering lunchroom.
• Use one towel and deposit it in the trash can.
• Walk single file picking up and touching only one tray.
• Milk must be taken.
• Good table manners are to be practiced.
• Deposit empty milk pouch in trash along with napkins and straws.
• No food is to be taken out of the cafeteria.
• No outside food is to be brought into the cafeteria to be eaten with the school lunch.
• Clean up of the lunchroom may be assigned to those who do not comply with these regulations.

*Guidelines for Student Lunches in Compliance With Federal, State, and Parish Regulations.

POSITIVE BEHAVIOR SUPPORT (PBIS)

MISSION

Kinder Middle School PBS process focuses on pro-active, educative, procedural reinforcement-based strategies in the classroom and on campus to provide every student with academic success

WHATEVER IT TAKES!

 By being

 Honest, Respectful, Responsible, and Committed to Learning

SCHOOL-WIDE EXPECTATIONS

            Kinder Middle School expectations begin with being honest, respectful, responsible, and being committed to learning. Our faculty/staff believe that respect can be defined as a visible, audible use of verbal and/or physical body language that regards adults in authority as worthy of obedience through compliance of classroom/school rules, requests, replies, and expectations.

            In addition, but not limited to, general classroom rules, there are rules for each area of the campus that all students will comply with.

Positive Pro-action

1. Homework can be completed during recess/P.E., under extenuating circumstances. Talk to your teacher about solutions to any kind of unavoidable problem you have encountered.
2. Actively seek help in obtaining necessary materials. Teachers, students, and office personnel will share. Ask in a respectful manner at the appropriate times.
3. Phone calls home for dress code violations will be made promptly in the morning only.
4. Poor attitudes are usually caused by hurt feelings. Seek help early to talk about a problem you need help in solving.
5. Rest during the night hours is most important. Take responsibility for going to bed at appropriate hours of the night.
6. Keeping all students physically and emotionally safe is a priority. Refrain from any kind of action, physical or verbal, that causes others possible harm.
7. Eliminate all distractions by keeping classroom seating area free of unnecessary materials.
8. Gum, sunflower seeds, candy, and other food/drink products cause harm to our school property. Consume those items off campus.
9. To avoid tardy infractions, be in seat before class begins. When a tardy is unavoidable, seek an excuse from the adult whom you were held late. Present the excuse to your next assigned teacher.
10. Respect others in the hall, in lines, and in the cafeteria by being courteous keeping all classroom rules of respect in addition to PBIS Expectations.
11. Leave all distracting objects at home. Toys, all electronics, and any other distracting objects will be taken and kept in the office until a parent/guardian picks the object up.
12. All cell phones should be turned off before entering the school.
13. Use free time at the end of any class to read.
14. Help keep KMS a safe and fun place to be. Report suspected bullying and potential dangerous situations immediately. You may do this privately or by writing an anonymous note.
15. An INTERVENTION is a time to work on more difficult assignments receiving help to succeed. Elective course periods will be used for INTERVENTIONS. Ask your Elective teacher for INTERVENTIONS, when you need to get help.

CLASSROOM RULES

Refer to individual rules in each classroom.

CAMPUS RULES

Respect others and their differences.

Positive pro-action vs. negative reaction

Keep hands and all objects to yourself

Be a good steward of your environment.

Line up orderly, quietly, promptly, and properly

HALL RULES

Store all belongings in locker.

Touch and use your own property and locker.

Arrive to class on time.

Tell the truth.

BATHROOM RULES

Practice cleanliness

Tracker signed by any teacher even between classes before going to bathroom

Report wrong doing to authority

Promptly return

CAFETERIA RULES

Use your inside voice.

Keep your place in line.

Pick up after yourself.

Push in chairs.

Listen and follow directions.

BUS RULES

Walk directly to your assigned seat and remain seated

Keep hands to yourself

Keep aisles clear

All objects including body parts must remain inside the bus

All food, gum and drinks remain in your bag, no consumption

All electronic devices are to be kept out of sight

Maintain quiet voice with silence when approaching railroad tracks

Use only kind words

CELL PHONE PROCEDURE

All cell phones must be turned off upon the school building. Students are responsible for phones brought to school.  Phones may be kept with the students.  Students caught with or on cell phones will be disciple according to KMS behavior tracking chart.   Kinder Middle School will not be responsible for missing or stolen phones on campus or during school activities.

PBIS POSITIVE REINFORCEMENTS

Positive behavior outcomes will be recognized, praised, and rewarded with reinforcements.

YOU GOT CAUGHT! card acknowledges the expectation observed allowing students to

determine which reinforcement is most wanted.

The faculty/staff recognizing the positive behavior will write the recipient’s name on the front of the card in permanent marker circling the expectation observed. The student makes the choice of which reinforcement desired. Teachers/faculty/staff will collect used cards and leave them in the office to be shredded.

• Students demonstrating consistent weekly positive behavior will be rewarded non-uniform dress days during                                     the nine week grading period. This reward will be announced in advanced as necessary.

• SWPBIS drawings are held quarterly to celebrate academic and social successes for all students.

            Celebrate Success Categories include:

• Banner Roll—All A’s
• Honor Roll—All A’s and B’s
• Perfect Attendance
• No disciplinary referrals
• Accelerated Reader points
• Got Caught Card
• Faculty
• Teacher Pick

PBIS BEHAVIOR INFRACTION REFERRAL PROCESS

MINOR Behavioral Infractions

Minor Behavior Infractions will be handled within the classroom as set forth by the classroom rules and consequences. Your teacher will provide a list of classroom rules on the first day of school. The chart below will be placed in each student’s planner. Parents are encouraged to communicate with the teacher in writing as well. Conferences, phone calls, and emails are additional ways to communicate with the teacher for academic and behavioral comments, questions, and concerns. Parents/guardians may call Kinder Middle School 738-3223 to schedule a conference.

          STUDENT will take responsibility for behavior and immediately correct/resolve any problems                               without further interruption of the learning process.

          TEACHER will note any MINOR Behavioral Incidences on the date of the violation in the student                           planner and take necessary action to correct/resolve any problems as to prevent further                         interruption of the learning process.

            PARENT(S)/GUARDIAN(S) will sign the planner to confirm receiving the planner/note from the                      teacher while offering additional support to correct/resolve any problems in the most                                 productive manner.   

Minor Behavior Incidents occurring on campus other than the classroom will be handled by faculty/staff on duty by use of immediate conferencing, time out, and/or parent/guardian contacts. An excessive amount of MINOR BEHAVIOR INCIDENCES will become a MAJOR BEHAVIOR INCIDENT.

MAJOR Behavioral Incidents

In accordance with Louisiana R.S. 17:416.18, Educators are afforded the Right to Teach.

ALL Major Behavior Incidents will be handled by administration in the office. Because these or other incidents may jeopardize the safety, well-being, or education of other students, parents are urged to discuss the incident and possible implications with the student to promote positive behaviors. Administrators reserve the right to determine the most appropriate action for behavior violations.

Co-curricular/extracurricular activities will not be allowed if a student has had a suspension or more than five majors in one grading nine weeks.

Students chewing gum will receive an automatic after school detention.

Any student with a cell phone on his/her person will receive an automatic after school detention.  Cell phones must be kept in the student’s book bag when on school grounds. 

DISRESPECT DEFINED

The student displays intentional disregard for adult authority through

Body language and verbal language such as, but not limited to,

• SMACKING,
• EYE ROLLING,
• CURSING,
• NAME CALLING,
• RUDE INSULTS,
• SLAMMING AND THROWING OBJECTS,
• ARGUING,
• LYING,
• LEAVING CLASSROOM WITHOUT PERMISSION,
• MUTTERING UNDER BREATHE OR LAUGHING DURING CORRECTION,
• REFUSAL TO OBEY given directions and/or requests that are made in the best            interest of safety and learning.

CONSEQUENCE(S) FOR MAJOR BEHAVIOR INFRACTIONS

• Conference
• Parent(s)/Guardian Notified by Phone
• Additional Consequences during PE
• Student Assigned Detention: Recess/After-School 1 hour or 2 hour
• Referral to Counselor and/or Secondary Interventions JAM
• In-School Suspension
• Out of School Suspension
• Out of School Suspension with Recommendation for Expulsion

*Students suspended are expected to complete all assignments using Google    Classroom on their Chromebook.

*School administration reserves the right to choose and enforce punishment.

PBIS SECONDARY INTERVENTIONS Behavior Education Program

JAM—Jackets Achieving More

Interventions used for students who are not responding to Universal Interventions with more than three office referrals may be provided: Behavioral contracts, Adult mentor/monitor, targeted social skills instruction for problem solving and/or conflict/anger management, self-management skills, or academic restructuring. These interventions will be provided through JAM teamwork. Parental involvement is expected.

Teachers refer students by filling out a referral form or through teaming decisions based on data. An agreement between the PBIS team leader and the student determines the criteria for success on a daily, weekly, and monthly basis. The team leader informs the students of their progress and rewards students for their progress. Students are rewarded at the end of the week then at the end of the six weeks. The rewards are tailored to meet the student’s interest.

Teachers and our PBIS representative from the central office can refer students who have repeated major incidences. . Students can be referred for academics, behavior and attendance, Parents will be contacted by phone by a JAMS mentor to approve the program for their child before the assignment is given.

ALLEN PARISH GRADING POLICY

                                Non-numerical Grading Scale

                                85 - 100        S  -  Satisfactory

                                67 -  84         NI - Needs Improvement

                                0 -  66           U  - Unsatisfactory

Grading Scale

 93 - 100       A      3.5 - 4.0         Excellent

 85 - 92         B      2.5 - 3.4         Above Average

 75 - 84         C      1.5 - 2.4         Average

 67 - 74         D      1.0 - 1.4         Below Average

 Below  66    F       Below 1.0      Failing

• A minimum of 8 grades per nine weeks are required for all subjects.
• Parent Conferences for grades 5-8 will be conducted at the end of the 1^st 9 weeks and at the end of the 3^rd 9 weeks. 
• A parish grading scale in which students are evaluated every day is to be used in all Physical Education classes.
• In order to derive nine weeks grades, numerical percentage grades will be averaged.  The lowest grade per subject will be

dropped in grades 5 through 8.  This dropped grade is not one received upon a suspension or refusal to do assignment.  The remaining grades will be averaged to determine the nine weeks grade. 

• Any nine weeks average with a .5 or higher will be rounded up.
• All special education students will receive grades in the same manner as regular education students with the

exception of students that participate in alternate assessment and are not pursuing a high school diploma.

Mainstreamed students in a regular education classroom setting that qualify for Alternate Assessment and are not                 pursuing a high school diploma may receive S, N, or U’s on work modified to their functioning level.  In the special education classroom setting, the special education teacher must assign percentage grades relating to IEP objectives taught.

• When over 50% of a class fails an assignment/assessment, then that score cannot be recorded. The highest score of the two will be recorded.
• A student shall receive no lower than 50% credit on any assignment/assessment. This does not apply to an assignment/assessment where a student was suspended (in which the suspension policy will be followed) or refused to do an assignment.
• Grades cannot be weighted. All assessments must be out of 100%.

• ACADEMICS

•             What is it we want our students to know?                     We want our students to master GLE’s and CCSS
•                 How do we know they are learning?                               We administer a wide variety of assessments.
•                 What if their achievement is unsatisfactory?                We provide INTERVENTIONS.
•                 What if their achievement is adequate?                        We provide ENRICHMENT.
•  
•                 You may have access to the Grade Level Expectations at http://www.louisianaschools.net/.
•                 Contact the school for a conference to discuss assessments, interventions and enrichment provided.

PROGRESS REPORTS/REPORT CARDS

Progress Reports are sent at the end of the fourth week during each nine-week grading period to keep parents informed of students’ performance.  Teachers also call, send home notes, make notations in planners and have conferences when needed.  The teacher will keep samples of each student's work for a nine weeks period.  We encourage you to periodically check with the teachers if you feel a problem is arising.  Conferences are encouraged.  Please call the office to schedule an appointment that is agreeable to both parties. PROGRESS REPORTS/REPORT CARDS are scheduled to be released on:

                PROGRESS REPORTS         September 14, 2021

                                                                November 16, 2021

                                                                February 8, 2022

                                                                April 14, 2022

                REPORT CARDS                   October 20.2021

                                                                January 12 ,2022

                                                                March 18, 2022

                                                                May 25, 2022

PROGRAMS

TITLE 1

 . 

Title I Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging state academic content and performance standards.  Kinder Middle School is eligible for Title I program assistance and will use the program in grades 5-8. We are promoting Family Involvement with support through this program.  Additional materials are available through the Parent Resource Center in Oberlin.

FAMILY INVOLVEMENT POLICY FOR THE DISTRICT

Every district that receives Title I funds must have a Title I Plan (Section 1112) including a parent involvement policy (Section 1118).  Schools implementing Title I school wide programs (Section 1114) must develop or amend their comprehensive plan for reforming the total instructional program in the school.  School implementing targeted assistance programs must develop plans to address the academic achievement needs to identified students (Section 1115). 

Each local education agency plan shall be developed in consultation with teachers, principals, and administrators (including administrators of programs described in other parts of Title I), and other appropriate school personnel, and with parents of children in schools served under this part.  Each LEA shall develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy that is incorporated into the LEA’s plan.  As a component of the school level parental involvement policy, each Title I school shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help children achieve.

The Title I Director maintains a copy of this plan at the Title I Office and keeps it on hand for monitoring purposes.  The District Family Advisory Committee reviewed and revised the current plan on April 26, 2021.  The new plan was issued to each school to disseminate to parents after that date.

Allen Parish District Wide Family Engagement Policy

In support of strengthening student academic achievement, each local educational agency (LEA or school district) that receives Title I, Part A funds must develop jointly with, agree on with, and distribute to, parents of participating children a written family engagement policy that contains information required by section 1118(a)(2) of the Elementary and Secondary Education Act (ESEA) (district wide family engagement policy).  The policy establishes the LEA’s expectations for family engagement and describes how the LEA will implement a number of specific family engagement activities, and is incorporated into the LEA’s plan submitted to the State educational agency (SEA).

 “Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.”

Throughout this document are references to “family” engagement.  All such references may be interpreted to include any adult who plays an important role in a child’s family life, since other adults such as grandparents, aunts, uncles, step-parents, and guardians may carry the primary responsibility for a child’s education, development, and well-being.

Parental engagement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:

(A)  that parents play an integral role in assisting their child’s learning;

(B)  that parents are encouraged to be actively engaged in their child’s education at school;

(C)  that parents are full partners in their child’s education and are included, as appropriate, in
       decision-making and on advisory committees to assist in the education of their child;

(D)  the carrying out of other activities, such as those described in section 1118 of the ESEA.

Allen Parish School Board agrees to implement the following statutory requirements:

• The school district will put into operation programs, activities and procedures for the engagement of parents in all of its schools with Title I, Part A programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA).   Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children. 
• Consistent with section 1118, the school district will work with its schools to ensure that the required school-level family engagement plans meet the requirements of section 1118(b) of the ESEA, and each include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.
• The school district will incorporate this district wide family engagement policy into its LEA plan developed under section 1112 of the ESEA. 
• In carrying out the Title I, Part A family engagement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.
• If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the parents of participating children, the school district will submit any parent comments with the plan when the school district submits the plan to the State Department of Education.
• The school district will engage the parents of children served in Title I, Part A schools in decisions about how the 1 percent of Title I, Part A funds reserved for family engagement is spent, and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools. 
• The school district will be governed by the following statutory definition of family engagement, and expects that its Title I schools will carry out programs, activities and procedures in accordance with this definition:

Family engagement means the participation of parents/guardians in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

1. that parents/guardians play an integral role in assisting their child’s learning;
2. that parents/guardians are encouraged to be actively engaged in their child’s education at school;
3. that parents/guardians are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
4. the carrying out of other activities, such as those described in section 1118 of the ESEA.

Allen Parish will provide opportunities for parents/guardians to become involved in the decision-making about how the parent/family engagement programs will be designed, implemented, assessed, and strengthened through meaningful consultation.  Action Teams for Partnerships (ATPs formerly known as FACs) will be formed at each school and will include administrators, teachers, paraprofessionals, Parents, Students, and Community Representatives.  These school support teams will assist schools in increasing student achievement.

The Allen Parish District Action Team for Partnerships will consist of the ATP Team Leader and two parents from each of the schools.  The council will provide the necessary coordination, technical assistance, and other support to assist participating schools in planning and implementing effective family engagement activities consistent with Section 1118(b), ESEA. Greater than one percent of the LEA Title I allocation is reserved each year to carry out family engagement activities.  Ninety-five percent of one percent of the Title I allocation is distributed to eight Title I schools.  Parents of children receiving services under NCLB will be involved in decisions regarding how funds are allotted for family engagement activities.

The school teams are to implement the Johns Hopkins model, “National Network of Partnership Schools”.  This model provides a variety of strategies for engaging families in planning at the district and school level.  The six types of parent involvement (family engagement) are:

• Communicating
• Parenting
• Student Learning
• Volunteering
• School Decision-Making and Advocacy
• Collaborating with Community

Allen Parish focuses on building a greater capacity for family engagement by reinforcing the importance of training and instructing teachers, pupil services personnel, administrators and other staff in working with parents/guardians as equal partners in how to communicate, implement, coordinate, and build ties between parents and schools. 

To ensure effective engagement of parents/guardians, including those with special needs (i.e. physical and mental disabilities, limited English proficiency, limited resources, and minority status) and to support a partnership among the schools, parents, and the communities that will improve students’ achievement, the Allen Parish Family Program will:

• Develop a District Family Engagement Policy

• Engage parents in helping to develop the District Plan through an annual meeting to review and revise the plan with stakeholders’ signatures.
• Engage parents in the process of school review and improvement (Section 1116, ESEA) through participation in the School Improvement Plan (SIP) process conducted annually.

Ensure that timely, substantive information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: 

• District Family Engagement Policy

• Title I Parent Orientation Meetings at each school including the requirements of Part A
• School-Parent-Student Compacts (Section 1118(d), ESEA)
• Parent Volunteer Programs
• Student Handbooks including Parents’ Right to Know with the following information:
  1. whether the teacher has met State qualification and licensing criteria for the grade levels and subject area in which the teacher provides instruction,
  2. whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived,
  3. the baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree,
  4. whether the child is provided services by paraprofessionals and if so, their qualifications
  5. whether their child is assigned for four (4) or more consecutive weeks to a teacher who is not highly qualified. 
• Level of achievement in each academic assessment required by state and federal laws
• Easy-to-understand annual LEA Report Card  identifying schools in need of improvement

The district will provide services and activities to participating private school teachers, families, and children developed pursuant to section 1118.

• The district provides a copy of the district Family Engagement Policy to Title I parents in the participating private school.
• The district implements, distributes, and signs School-Parent compacts with Title I parents in the participating private schools.
• The district disseminates to parents and students and appropriate private school officials adequate information about the SEA’s written complaint procedures for resolving issues of violation(s) of a federal statute or regulation that applies to Title I, Part A.

In carrying out the Title I, Part A family engagement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information

and school reports required under Section 1111 of the ESEA in an understandable and uniform format

and, including alternative formats upon request, and, to the extent practicable, in a language parents understand. Allen Parish will provide opportunities for full participation of:

• Foster Parents
• Parents of Migratory Students
• Parents of Homeless Students
• Parents with Limited English Proficiency
• Parents with Disabilities
• Parents with limited literacy

The Allen Parish School Board will provide a notification to parents of LEP students that include the NCLB requirements regarding program placement, description of the language instruction program, exiting the program, expected rate of graduation, and parental rights (Section 1112(g)(1)(A).

• Parents of children who have not been identified as LEP prior to the beginning of the school year are notified of the above information within the first 2 weeks of the children being placed in a language instruction educational program.

• All information regarding all LEP parents and students including regular meetings is sent in a language parents can understand.
• The district will provide outreach to parents of LEP students to involve them in the education of their children by assisting with: attainment of English proficiency; achievement at high levels in core academic subjects; and meeting the state academic standards and content standards expected of all students.
• Rosetta Stone, a program that allows students to communicate and connect with the world by building a foundation of fundamental vocabulary and essential language structure has been purchased by the district to provide teachers with more support in teaching LEP students.  Title I has also purchased a take home version for students needing further assistance.

The Allen Parish School Board will provide the following necessary coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective family engagement activities that “Link” to learning in order to improve student academic achievement and school performance.

• School newsletters
• Parent Meetings to assist parent in understanding State academic content standards, accountability system, academic assessments, and monitoring their children’s progress
• Annual notification of:
  1. The level of achievement of their child in each academic assessment required by state and federal laws.
  2. The names of schools identified by the state as in School Improvement

[Section 1116(b)(6), 7(E), and 8(C), ESEA]

• An explanation of what the identification means
• How the schools compare to others
• Reasons for the identification
• LEA’s and school’s response
• How parents can become involved
• Any corrective action taken
• Parental choices and supplemental services options as applicable

• Restructuring, and other information
• Parent Liaison-responsible for Family Resource Center and Take Home activities
• Literacy Intervention Strategies
• Brainchild
• Family Reading/Math/Science/Technology
• Title I Coordinators to provide technical assistance to schools and to facilitate activities at school sites
• Family Engagement Coordinator

In order to maximize family engagement and participation in their children’s education Allen Parish will arrange school and district meetings at a variety of times and places such as, individual schools, Allen Parish Public Libraries, Title I Parent Resource Center (centrally located), and Allen Parish Media Center.

The school district will, with the assistance of its schools, provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster family engagement, by providing reasonable support as requested by parents through the following activities (Section 1118, ESEA):

• Parent Assisted Learning Packets - PALS
• Classroom Connections Request
• Family Engagement Toolkit
• Recommended Internet Sites
• Family Activity Books for Summer Learning- Upon Request
• How to work with educators through various means

The Allen Parish School Board will collaborate to develop appropriate roles for community-based organizations and businesses, including faith-based organizations, in family engagement activities such as:

• School Improvement Committee – Engage parents in development of School Improvement Plan
• Family Engagement Activities planned by Action Team for Partnerships (ATP), especially academically related ones (i.e. Family Reading/ Math/ Science/Technology Nights)

The school district will, with the assistance of its schools and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: 

• Providing training for school employees through annual training letter
• Engaging parents in quarterly Action Team for Partnerships (ATP) meetings
• Making the Family Resource Center available to all parents (Business Hours-8 A.M. – 4 P. M.)
• School Improvement Teams (SIT)
• Work with schools during Meet and Greets or Open House at beginning of the year

The Allen Parish School Board will, to the extent feasible and appropriate, coordinate and integrate family engagement programs and activities with Head Start, Model Early (8g), Educational Excellence Fund (EFF), and locally funded classes to serve all pre-school age children and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children by:

• Coordination of registration efforts in all pre-school classes by providing registration packets and collaboration with Pupil Appraisal Services
• Collaboration with all providers to ensure a smooth transition into Kindergarten
• Integration of all Pre-School staff members and parents in training and informational meetings.
• Required semi-annual Parent/Teacher conference days
• Home-School Communication through Home Connection activities (English and Spanish versions) throughout the year
• Web Connections: thematic information and links to sites
• Pupil Progression Plan –Criteria will be sent home periodically throughout the school year.

          NOTE:  Parents in Louisiana may contact the Louisiana Parent Training and Information Center 

        concerning meeting their children’s needs in the classroom:

             www.fhfjefferson.org/laptic

                201 Evans Rd., Bldg 1 Ste 100

                Harahan, LA  70123

                Phone:  504-888-9111

                Toll Free:  800-766-7736

                Fax:  504-888-0246

              Email:  info@fhfjefferson.org