Emery County School District

Policy: KB - Parent and Family Engagement

Date Adopted: 7 April 1993

Current Review / Revision: 6 February 2019

The importance of effective communication and parental involvement in the schools is recognized by the Board of Education. Parental engagement is an important part of each child's educational program which may result in higher student achievement and better social behavior, in addition to more satisfaction for parents and teachers.  The Board encourages parents to participate in parent/teacher/student conferences, parent/teacher association/organization activities, booster club activities, and other school/student support groups. Parents are invited to attend special school or class activities and visit their children's classes at any time. In general, parents are welcome in the schools and are encouraged to communicate frequently with teachers and become actively involved in the education of their children.

Nevertheless, the Board is responsible to ensure the safekeeping of students and staff, and also to secure the school buildings and grounds. Therefore, all parents and visitors are to be cognizant of this responsibility and report to the school office upon entering the premises during school hours. In the absence of permission to visit, visitors may be deemed trespassers on school property and subject to removal.

Principals, faculties, and staff are to make sure parents and visitors feel welcome in the schools and assist them in an appropriate and friendly manner. Teachers are encouraged to regularly communicate with and involve parents in the education of their children.

Policy

The administration of each school within the District shall develop the necessary programs to ensure parental engagement in their chilldren's education.

Procedure

• Expect that parents shall provide a home environment that values education and send their children to school prepared to learn.
• Provide parents withh the opportunity to bbe actively involved in their chilldren's education.
• Build consistent and effective communication between parents, teachers, and administrators.
• Provide information, instructioon, and training to parents that will assist them in helping their children maintain academic success  and support their academic efforts.
• Parental engagement as implemented  pursuant to this policy is inttended to be advvisory to the administrators of the respective schoolss who are accountable and responsible for school progrrams.  To encourage this engagement, open and honest communicattoin without fear off retaliation towaard any of the parties involved (students, parents, teachers,  or administrators) is essential to the success of the education process.  It is intended that members off committees formed to carry out the intent oof this policy shall serve under the direction of the principals of thee respective schools.
• The Board recognizes and acknowledges the existence of many pprograms in the schools of this District which provide for significant parental engagement.  This policy is not intended to replace or effect a change in those existing programs except as may be determined from time to time by the respective schools.

• Invite parents and family members to participate in the joint develop0ment of the district Title I plan that is updated annually;
• Invite parents to participate in the process of creating school support and improvement plans in Title I schools;
• Encourage parents to provide support and assistance in building the capacity of Title I schools in planning and implementing effective parent and family engagement activities to improve student academic achievement and school performance;
• Coordinate and integrate parent and family engagement strategies under Title I with relevant Federal, State, and local laws and programs;
• Invite parents and family members to conduct an annual evaluation of the content and effectiveness of the parent and family engagement plan, identifying:
  • Barriers to engagement of parents, especially parents who are economically disadvantaged, disabled, with limited English fluency, literacy proficiency, or of any racial or ethnic minority;
  • The needs that parents and families have that may prevent them from helping with their children's learning and from engaging with school staff; and,
  • Strategies to support successful family-school interactions.