• Havelock Elementary School Parent and Family Engagement Policy 2019-2020

    We realize that parent and family engagement plays a critical role in the education of our students. Therefore, we stress the importance of family participation by implementing a program that reaches out to parents and families, as well as students.

    Annual Public Meetings

    We hold two annual parent meetings each year. Parents and staff are invited to validate strengths, share future dreams and brainstorm ways to address concerns. The Fall Annual Meeting is a time when the Title I Parent and Family Engagement Policy, Student Compact and parent and family engagement opportunities are presented to parents for their awareness. All of this information is then sent home with the students for parents to read and the Compacts to be signed and returned. The Parent and Family Engagement Policy and the Compact are presented at the Spring Annual Meeting for parents to review and make changes for the following year. The parents then vote on the policy and compact for the following year. This meeting is also the time for evaluation of the parent program for the year and a survey is distributed for parent feedback.

    Flexible Meetings

    Meetings and workshops are scheduled at varied times to provide opportunities for various work schedules. Parents are notified of scheduled activities through flyers, newsletters, invitations, Blackboard Connect messages, HES webpage, social media (Facebook) and HES marquee. Packets of information will be available, upon request, for those parents who are unable to attend scheduled events.

    Timely Information

    The most significant way to enhance the quality of school life beyond a strong academic program is through communication. Each school year we report our EOG testing results from the previous year at the first meeting.  The results are also posted throughout the school and distributed through an office memo.

    Data may be shared with parents in the following ways:

    Kindergarten: work sampling, progress reports, report cards, conferences, newsletters, teacher websites, daily folders, Thursday folders, email, portfolios, K-2 literacy assessments, Bloomz, Istation reports,  i-Ready reports, K-2 twelve week math assessments

    First Grade: progress reports, report cards, conferences, daily homework folders, Thursday folders, newsletters, email, K-2 literacy assessments with reading profiles and running records, Istation reports, i-Ready reports, K-2 mid-year and summative math assessments 

    Second Grade: progress reports, report cards, conferences, homework folders, Thursday  folders, newsletters, email, K-2 literacy assessments with reading profiles and running records, Istation reports, i-Ready reports, K-2 mid-year and summative math assessments 

    Third Grade:  progress reports, newsletters, PowerSchool website, report cards, conferences, email, phone calls, text messages, Thursday  folders, portfolios, Istation reports, i-Ready reports, math and reading assessment results

    Fourth Grade:  progress reports, PowerSchool website, report cards, conferences, email, Thursday  folders, i-Ready reports, math and reading assessment results

    Fifth Grade:  progress reports, PowerSchool website, report cards, conferences, email, Thursday folders, i-Ready reports, math, reading and science assessment results

    ECP: report cards, monthly newsletters, parent conferences, annual IEP reviews, daily folders

    To keep parents informed of their child's progress, teachers send Thursday folders home weekly. These folders provide parents with valuable information regarding their child’s progress as well as their child's work from the past week. Areas for documenting student needs are provided and adult signatures are required. A calendar/newsletter is distributed monthly with information that parents need about policies, events at school/community and general school information.

    Regular Meetings

    Parents are encouraged to play an active role in their child's academic progress. Parents are made aware of expectations and accountability standards for students and parents through conferences, Open House and Curriculum Event meetings. Daily and/or weekly folders are sent home to report student progress in all academic areas.  Parents are invited to attend and give input when a child is referred to the MTSS team. Also, parents are involved in developing their child's Individual Education Plan (IEP), 504 Accommodation Plan and MTSS Plan.

    Parent Comments

    A survey will be distributed in the spring for evaluation of the Title I Program and parent involvement opportunities. The feedback from these surveys will be used to direct the Title I program at HES.  A parent and family engagement policy will be developed and written by parents. The policy will then be distributed to HES families.

    Parent Compacts 

    Compacts (contracts) involving parents, children, teachers, and administrators will be distributed at the beginning of the school year and as new students enroll in order to obtain a commitment to ensure all parties are invested in the educational success of all students.

    Parent Assistance  

    A Parent Resource Center is located in the Media Center of our school. It is available for parents to use to gain resource materials that can assist them and provide extra opportunities for children to learn and achieve at home and at school.

    Materials and Training  

    Various trainings are held throughout the year during our parent event nights. Learning strategies are presented by staff through various activities. Materials and resources may be distributed at the conclusion of these events. We also have opportunities for parents to attend trainings during the school day.

    Education of School Personnel

    HES has a tradition of collaboration and teamwork with all staff and parents to assume responsibility for student achievement. A high level of trust and support exists along with high expectations and a desire for excellence. Parents, teachers, administrators, resource and guidance personnel work closely together to achieve goals. With the combination of increased time for  instruction, consistency with instructional practices, focused interventions and professional development, we will produce significant gains and achievement while providing continued success on our journey to excellence.

    Coordinating and Integrating

    In order to create the best possible introduction to the school environment for children and their parents, Kindergarten Pre-registration day has been established. Students and parents arrive at school to complete necessary paperwork, visit classrooms and pick up information sheets.

    We utilize a phasing in program for our kindergarten students, with orientation on the first day of school and half days for the next four days to allow for a smooth transition into the school environment.  

    Remediation and enrichment programs are designed and implemented for flexible grouping to meet the needs of all children.

    Officers' Spouses Club of Cherry Point provides funding opportunities for various school projects.

    The Department of Social Services assists HES with family services.

    NCAE, CCEMC (Bright Ideas), Weyerhaeuser and Partners in Education

    provide grant opportunities for materials/resources to implement grade level curriculum.

    Information for Families with Limited English

    Opportunities will be provided for parents and guardians with limited English proficiency and/or physical disabilities to allow them to participate in their child’s education. Assistance will be provided if necessary.

    Currently, there are no migratory children attending HES. If a need is identified, assistance will be provided through a translator or any needed physical assistance. 



    Craven County Policy

    Policy Code: 1320/3560 Title I Parent and Family Engagement

    The board of education believes that the education of children is an ongoing cooperative partnership between the home and the school.  Parents and other family members are their children’s first teachers; therefore, the continued involvement of parents and family members in the educational process is most important in fostering and improving educational achievement.  School system officials shall strive to support parents and provide parents and family members with opportunities to become involved in the programs offered by the Title I schools.  The Board encourages parents and family members to participate in the design and implementation of the programs and activities in order to increase the effectiveness of the school system’s Title I program in helping students meet state and local achievement standards. 


    For the purposes of this policy and the Title I program, the term “parent and family engagement” means the participation of parents, guardians, and other family members in regular, two-way and meaningful communication involving student academic learning and other school activities, including ensuring the following:

    1. that parents and family members play an integral role in assisting their child’s learning;
    2. that parents and family members are encouraged to be actively involved in their child’s education at school;
    3. that parents and family members 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; and
    4. that the school system utilizes activities to support parent and family engagement in the Title I programs.

    The Title I program is a federally supported program that offer educationally and economically disadvantaged children to help ensure they receive an equitable, high-quality, well-rounded education and meet the school system’s challenging academic standards.  The Title I program provides instructional activities and supportive services to eligible students over and above those provided by the regular school program. 

    Qualified Title I schools will operate as school-wide programs or targeted assisted programs based upon federal eligibility criteria.  School-wide programs will provide comprehensive support to offer improved opportunities for all students in the school to meet the school system’s academic standards.  Targeted assistance programs will provide services to eligible students most in need of assistance in the school, as determined by objective criteria established by the superintendent or designee.  Eligibility criteria may include, for example, standardized test scores, teacher judgment, and results of preschool screening and home-school surveys.

    Both school-wide and targeted assistance programs shall be based on effective means of improving student achievement and shall include evidence-based strategies to support parent and family engagement.


    Each year, school officials must invite parents of students participating in Title I programs to a meeting to explain parental rights, discuss the programs and activities to be provided with Title I funds, and solicit input on the Title I program and this policy.  In addition, school officials must provide parents and family members a meaningful opportunity to annually evaluate the content and effectiveness of the Title I programs and the parent and family engagement policies and plans. 


    The board believes that the involvement of Title I parents and family members in the design and implementation of the Title I program will increase the effectiveness of the program and contribute significantly to conduct outreach to parents and family members and involve them in activities throughout the school year.

    The superintendent shall ensure that this system-level parent and family engagement policy and plan is developed with, agreed upon with and annually distributed to parents and family members of participating students.  In addition to the system-level parent and family engagement plan, each school participating in the Title I program shall jointly develop and annually distribute to parents and family members a school-level written parent and family engagement plan that describes the means for carrying out school-level policy, sharing responsibility for student academic achievement, building the capacity of school staff and parents for involvement and increasing accessibility for participation of all parents and family members of children participating in Title I programs, including parents and family members who have limited English proficiency, who have disabilities, or who are migratory.  School-level plans must involve parents in the planning and improvement of Title I activities and must provide for the distribution to parents of information on expected student achievement levels and the school’s academic performance.

    School officials shall invite appropriate school personnel from private schools to consult on the design and development of its programs in order to provide equitable services to students enrolled in private schools.  The superintendent or designee will establish procedures to achieve timely and meaningful consultation with private school officials in accordance with federal law. 

    In addition, school system officials and Title I school personnel shall do the following:

    1. involve parents in the joint development of the Title I Program and the process of school review and improvement by including parents on a school advisory committee or committees that review the Title I program;
    2. provide coordination, technical assistance and other support from various central office departments necessary to assist participating schools in planning and implementing effective parental involvement activities that are designed to improve student academic achievement and school performance;
    3. build the schools’ and parents’ capacity for strong parental involvement by collecting and disseminating information on effective parental involvement techniques;
    4. coordinate and integrate parental involvement strategies with parental involvement activities in other programs, such as Head Start, and similar programs;
    5. with the involvement of parents, conduct an annual evaluation of the content and effectiveness of the school system parental involvement policies and program in improving the academic quality of the school;
    6. strive to eliminate barriers to parental participation by assisting parents with disabilities and parents who are economically disadvantaged, have limited English proficiency, are migratory, or have other backgrounds or characteristics that may affect participation;
    7. provide assistance to parents of participating Title I children in understanding the state’s testing standards, the assessments used, Title I requirements and all national, state and local standards and expectations through such efforts as community-based meetings, sending information home, newsletters, workshops, virtual access, and newspaper articles;
    8. design a parent–student–school staff compact that sets out respective responsibilities in striving to raise student achievement and explains how an effective home/school partnership will be developed and maintained;
    9. with the assistance of parents, ensure that teachers, pupil services personnel, principals and other staff are educated in the value of parents as partners in the educational process and understand how to work with, communicate with and reach out to parents as equal partners in education;
    10. distribute information to parents on expected student proficiency levels for their child and the school’s academic performance, and provide materials and training to help parents monitor their child’s progress and work with educators to improve achievement through such methods as technology or literacy training;
    11. coordinate and integrate parental involvement programs with pre-school programs and conduct other activities in the community that encourage and support parents to more fully participate in the education of their child;
    12. strengthen the partnership with agencies, businesses and programs that operate in the community;
    13. ensure that parents are involved in the school’s Title I activities; and
    14. provide such other reasonable support for Title I parental involvement activities as requested by parents.

    School system officials and Title I school personnel shall provide effective notice of the following information as required by law.  The notice must be in an understandable and uniform format and, to the extent practicable, in a language the parents can understand. 

    1. LEP Program
    2. Each year the principal or designee shall provide notice of the following to parents of limited English proficient (LEP) children identified for participation in a Title I, Part A-funded language-instruction educational program:
    3. the reasons for the child’s identification;
    4. the child’s level of English proficiency;

    iii. methods of instruction;

    1. how the program will help the child;
    2. the exit requirements for the program;
    3. if the child has a disability, how the language instruction educational program meets the objectives of the child’s individualized educational program (IEP); and

    vii. any other information necessary to effectively inform the parent of the program and the parental rights regarding enrollment, removal and selection of an LEP program.

    1. The principal or designee of a school with a Title I, Part A-funded language instruction program that has failed to make progress on the annual achievement objectives for LEP students, shall notify the parents of such failure no later than 30 days after the failure occurs.
    2. System Report Card and School Progress Review
    3. Each year, school system officials shall disseminate to all parents, schools and the public a school system report card containing aggregate information, including, but not limited to, student achievement (disaggregated by category), graduation rates, performance of the school system and teacher qualifications.
    4. Each year, school system officials shall disseminate to all parents, schools and the community the results of the LEA’s yearly progress review of each school.
    5. Teacher Qualifications
    6. Each year, school system officials shall notify parents of Title I students of the right to request certain information on the professional qualifications of the student’s classroom teachers and paraprofessionals providing services to the child (see policy 7820, Personnel Files).
    7. The principal or designee of a Title I school shall provide timely notice informing parents that their student has been assigned to or has been taught for at least four consecutive weeks by a teacher who does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.
    8. Parental Rights and Opportunities for Involvement

    Each year, the principal or designee of a Title I school shall provide notice to parents of the school’s written parental policy, parents’ right to be involved in their child’s school and opportunities for parents to be involved in the school.

    The superintendent shall develop administrative procedures to implement the requirements of this policy.

    Legal References:  Elementary and Secondary Education Act, as amended, 20 U.S.C. 6301 et seq.34 C.F.R. pt. 200.20 U.S.C. 7801(32); Public School Choice Non-Regulatory Guidance, U.S. Department of Education (January 14, 2009); Supplemental Educational Services Non-Regulatory Guidance, U.S. Department of Education (January 14, 2009); U.S. Department of Education approval of Elementary and Secondary Education Act (ESEA) Flexibility Request (May 29, 2012)

    Cross References:  Parental Involvement (policy 1310/4002), Goals and Objectives of the Educational Program (policy 3000), Curriculum Development (policy 3100), Personnel Files (policy 7820)

    Other Resources:  Giving Parents Options:  Strategies for Informing Parents and Implementing Public School Choice and Supplemental Educational Services Under No Child Left Behind, U.S. Department of Education Office of Innovation and Improvement (September 2007)

    Adopted:  March 21, 2013

    Revised:  January 29, 2015; August 17, 2017