Graham A.

Barden Elementary School

Title I Parent and Family Engagement Policy
Written Policy
This policy for parental involvement in the school wide Title 1 program at Graham A.
Barden has been developed jointly with parents and teachers. The policy is included in
the handbook and is reviewed every year at the spring meeting. We all recognize that the
teaching and learning process is the responsibility of the home, school, and community.
Therefore, all parents are encouraged to participate in the wide variety of activities which
are planned and implemented by our school staff.

Annual Public Meetings

In the fall and spring of each year, a public meeting will be held to share components of
the Title 1 program with parents. Efforts will be made to coordinate these meetings with
regularly scheduled programs. Any questions or concerns of parents will be addressed by
the administrators and staff. All parents will be invited to attend these meetings and
become active participants.

Flexible Meetings
Opportunities for flexible meetings will be made available to parents. To determine
needs/interests for such meetings, an interest survey from parents will be taken.
Meetings will be scheduled at flexible times according to parents' needs. There will be at
least two parent training sessions offered with topics reflecting the focus of our Title 1
program as well as topics chosen by parents through the survey. Documentation will
include notices of training sessions, agendas, any handouts, and attendance records.

Involving Parents
Interest questionnaires are supplied during the fall meeting to determine parent
needs/interests for upcoming workshops in addition to the survey that is provided to all
parents in the spring of each year for evaluation of the parent involvement plan. At the
end of the school year, parents are invited to attend the Parent Advisory Committee
meeting to evaluate and plan for the next year's program. A Parent Representative is
included on the Principal's Cabinet.

Parents are encouraged to be an active part of their child's education. As parents

volunteer in classrooms, students will receive more one-on-one assistance. The
participation of parents in the program strengthens community and school relations. It
helps to build an understanding of the school environment which results in increased
community involvement to benefit students and their needs. Involved parents become
extra pairs of hands to assist in the many demands within the classroom. Scheduled
conferences as needed will contribute to the parents' involvement in the Title 1 program.
Timely Information
Throughout the year, information is provided using several methods:
A. The student handbook is the first item to be sent home in the beginning of the year
describing the Title 1 program, curriculum, expectations, assessments required, and the
levels students are expected to meet.
B. Letters and brochures of explanation regarding Common Core State Standards and
EOG are supplied by the county and distributed to students.
C. Discussion at parent meetings concerning curriculum and assessment is beneficial to
parents.
D. Parents are encouraged to phone the school with concerns regarding any of these
areas and may expect answers to their questions.
E. Administration contacts parents particularly if a child is considered to be at risk.
F. Parent training sessions to inform and instruct parents in the curriculum and law are
held regularly.
G. Monthly newsletters are sent home to inform parents of school events, information,
and results from current assessments including areas of strengths and weaknesses.
H. Assessment results are shared by grade level with parents to include strengths and
weaknesses. At-home activity suggestions are given to help parents work with their
children in the specific areas.
I. 6 week progress reports are distributed giving detailed information as to the student's
performance.
J. Report cards include thorough comments to further give the parent a complete view of
their child's progress.
K. Daily agendas in spiral notebook form containing schedules, calendars, and
information are distributed to each student in grades 3-5.

Regular Meetings
Opportunities for regular meetings will be made available to parents in a variety of ways.
A. To determine needs/interests for such meetings, an interest survey from parents will
be taken. Meetings will be scheduled at flexible times according to parents' needs.
B. Annual fall and spring meetings are held in addition to, at least two, parent training
sessions to inform parents and offer opportunity to participate in decisions. Parent
Advisory Committee meetings are held as needed to provide input for the Parent
Involvement Plan. Every parent is given the opportunity to volunteer to serve on this
committee.
C. Through a variety of family activities, parents are afforded the opportunity to make a
difference in the education of their children.
D. Parental insight, concerns, and suggestions are highly valued and considered during
parent/teacher conferences and IEP meetings.
Parent Comments
There will be a constant effort to improve the program and parents will be involved in the
evaluation process to determine what can be implemented to better meet the needs of the
students.
A. It is recommended that a joint meeting of the Parent Advisory Committee and other
interested parents be scheduled in late March or early April to evaluate the current year's
program, to review survey results, and to offer suggestions for improving the program
during the next school year.
B. Throughout the year, an "open door" policy is held by administration to discuss parent
comments and concerns.

Parent Compacts
Each parent, student, and homeroom teacher, as well as the principal, will be requested to
sign a compact indicating a commitment to the child's education. These compacts will be
distributed at the beginning of the year. As contracts are signed and returned, the
originals are filed in the Title 1 classroom, while copies are kept in the classroom for
teacher use during conferences. Another copy is sent home with the students for parents
to have on file. The goal is to have 100% of the compacts returned; previous records
indicate that 97% are returned. Not only will compacts be used in conferences, but will
be included in the student handbook, posted on classroom walls, and on the parent board
as a reminder of the commitment of all parties to the student's academic success.

Parent Assistance
A. Administration, testing coordinator, or classroom teachers will lead parent workshops
to provide parents with an understanding of State standards. Teachers will also be invited
to share strategies for parents to utilize at home.
B. Parent/Teacher conferences will be held regularly to aid in understanding and to track
student progress.
C. After the 2nd 12-week assessment, the principal contacts parents of those students at
risk of retention.
D. The Crystal Coast parent.com publication from the district's Parent Educator are
distributed to provide helpful resources.

Materials and Training

Efforts to assist and involve parents in the education of their children include:
A. Parenting Workshops (based on curriculum standards) and surveys to find areas of
need or interest for future workshops.
B. Resources in the Title 1 room, professional library, Parent Corner, and classrooms
will be available providing tools to help parents work with their children.
C. Training parents in literacy and technology will come specifically through
parent training sessions held by qualified personnel, but information and assistance are
readily available at all times.

Education of School Personnel

Educating school personnel in the value and utility of contributions of parents, and in
how to reach out to, communicate with, and work with parents as equal partners in
implementing and coordinating parent programs leads to building ties between parents
and the school.
A. By experiencing the benefit of volunteers throughout the school, school personnel
will value contributions of H.U.G. volunteers.
B. To show appreciation for volunteers, a luncheon in their honor is held at year's end.

Coordinating and Integrating

Realizing that the Title 1 program is not an entity within itself, this support program is an
integral part of the educational opportunities at the school. Activities of the program are
coordinated with all other parenting activities and programs within the school setting
since all programs share the same end goal: to help all students learn the necessary
information and skills to become productive citizens in society and to enable students to
work at or above grade level in reading, writing, and math.
A. Invitations to parent events are extended to those involved with Headstart.
B. Kindergarten pre-registration information is widely circulated reaching Headstart,
childcare facilities, and families of those students currently enrolled.
C. Kindergartners will begin school by attending two weeks of half days to make the
transition easier.
D. Parent training will be scheduled in conjunction with and/or in addition to regularly
scheduled programs.
E. The social worker and counselor make home visits and work with students at school
to meet student needs.
F. ELL students are assessed and information is shared with appropriate staff and parents
to meet student needs.

Information
To effectively communicate programs and other activities, an awareness of language
barriers that could hinder parents must exist. The counselor, social worker, LEP tutor, or
nurse will notify appropriate staff when a need for language accommodations arises.
Information in the parents' language will be sent. In some cases, contact by telephone
may be more beneficial than other forms. The marquee in front of the school serves as a
simple, but effective method of reaching parents with information.

Opportunities for ELL and SWD Parents

As the Title 1 program serves students from homes with limited English proficiency,
efforts will be made to assist these parents in communication with school personnel.

The ELL tutor serves as a liaison to assist in understanding the needs. Services will be
provided as needs arise by coordinating with other schools, the community colleges, and
services at Cherry Point MCAS to locate translators.

Should parents have other disabilities, efforts will be made to remove barriers which
might interfere with their participation in school activities. GAB does meet ADA
requirements.

Parent Advisory Councils

The Parent Advisory Committee meets as needed to provide input for our school program
to the school staff. Every parent is given the opportunity to volunteer to be part of this
committee.